Logos School · Logos School Student/Parent Handbook 2012-2013 Page 4 STATEMENT OF FAITH The...

Logos School

Parent / Student Handbook

2012-2013

Logos School Student/Parent Handbook 2012-2013

TABLE OF CONTENTS I. GENERAL INFORMATION

School Goals ...................................................................................................................................... 3 Statement of Faith............................................................................................................................... 4 Secondary Doctrine Policy................................................................................................................. 4 Vision Statement ................................................................................................................................ 5 School History and Governance......................................................................................................... 5 Educational Philosophy...................................................................................................................... 6 Athletic Philosophy…………………………………………………………………………………. 6 Aesthetic Vision…………………………………………………………………………………….. 7 Music Vision...………...……………………………………………………………………………. 7 What do we Mean by Classical?......................................................................................................... 8 Boarding Students…………………………………………………………………………………... 8 Part-Time Students …………………………………………………………………………………. 8 Learning Disabilities........................................................................................................................... 8

Admissions.......................................................................................................................................... 9 Lost Tools of Learning Chart.............................................................................................................. 10

Parent Involvement ............................................................................................................................ 11 Student Health Records....................................................................................................................... 11

Guidelines for Keeping Sick Children Home………………………………………………………..11 II. ACADEMICS

Elementary Curriculum Goals............................................................................................................ 12 Latin.................................................................................................................................................... 14 Elementary Promotion Policy............................................................................................................. 15 Secondary Courses………………………………………………………………………………….. 16 Junior High Promotion Requirements……………………………………………………………….17 High School Graduation Requirements…………………………………………………………….. 19 Grading Guidelines…………………………………………………………………………………. 20 Academic Probation (secondary)…………………………………………………………………… 20 Eligibility for Extra-Curricular Activities (secondary)…………………………………………….. 20 Homework…………………………….............................................................................................. 21 Honors and Awards............................................................................................................................ 22 Senior Course Options……………………………………………………………………………… 23

III. DISCIPLINE

Basic School Rules............................................................................................................................. 24 Social Media Guidelines..................................................................................................................... 24 Student Etiquette................................................................................................................................. 25 Student Drivers……………………………………………………………………………………... 25 Secondary Lunch…………………………………………………………………………………….26 Discipline Policy................................................................................................................................. 26 School Uniform Policy…................................................................................................................... 27 Attendance Guidelines........................................................................................................................ 29 Grievance Policy................................................................................................................................. 30

IV. OTHER INFORMATION Extra-Curricular Activities.................................................................................................................. 31 School Sponsored Events…………………………………………………………………………… 38

A.C.C.S............................................................................................................................................... 38 Graduates & Scholarships…………………………………………………………………………... 38


LOGOS SCHOOL GOALS

"A Classical and Christ-centered Education"

CHRIST-CENTERED

In all its levels, programs, and teaching, Logos School seeks to:

A. Teach all subjects as parts of an integrated whole with the Scriptures at the center (II Timothy 3:16-17)

B. Provide a clear model of the biblical Christian life through our staff and board (Matthew 22:37-40)

C. Encourage every student to begin and develop his relationship with God the Father through Jesus Christ (Matthew 28:18-20, Matthew 19:13-15)

CLASSICAL

In all its levels, programs, and teaching, Logos School seeks to:

A. Emphasize grammar, logic, and rhetoric in all subjects (see definitions below)

B. Encourage every student to develop a love for learning and live up to his academic potential

C. Provide an orderly atmosphere conducive to the attainment of the above goals

Definitions:

Grammar: The fundamental rules of each subject

Logic: The ordered relationship of particulars in each subject

Rhetoric: How the grammar and logic of each subject may be clearly expressed


STATEMENT OF FAITH

The following is the foundation of beliefs on which Logos School is based. They are also the key elements of

Protestant Christianity that will be unapologetically taught in various ways through all grade levels. The substance of these statements is that which will be considered primary doctrine in Logos School. Secondary or divisive doctrines and issues will not be presented as primary doctrine. When these types of doctrine or issues arise, they will be referred back to the family and local churches for final authority (see Secondary Doctrine Policy). 1. We believe the Bible alone to be the Word of God, the ultimate and infallible authority for faith and practice. 2. We believe that there is one God, eternally existent in three persons: Father, Son, and Holy Spirit. He is omnipotent; that is, He can do all things. He is omnipresent; that is, He is present to all creation, and has under His immediate authority all things which are in Heaven, in the earth, and under the earth. He is omniscient; that is, He knows all things. He readily exercises His power which is present everywhere, and to Him there is nothing that is impossible or unknown, that is, He knows what has been from eternity, what now takes place everywhere, and what will be to all eternity. 3. We believe in the deity of our Lord Jesus Christ, in His virgin birth, in His sinless life, in His miracles, in His vicarious and atoning death through His shed blood, in His bodily resurrection, in His ascension to the right hand of the Father, and in His personal return in power and glory. 4. We believe that, for the salvation of lost and sinful men, regeneration by the Holy Spirit is absolutely necessary. 5. We believe that salvation is by grace through faith alone. 6. We believe that faith without works is dead. 7. We believe in the present ministry of the Holy Spirit, by whose indwelling the Christian is enabled to live a godly life. 8. We believe in the resurrection of both the saved and the lost; they that are saved to the resurrection of life, and they that are lost to the resurrection of damnation. 9. We believe in the spiritual unity of all believers in our Lord Jesus Christ.

SECONDARY DOCTRINE POLICY This policy applies to all Logos teachers in their capacity as teachers at Logos. Secondary doctrine: Doctrinal issues which are not addressed in the Logos School Statement of Faith 1. Classroom discussion of secondary doctrine should be on an informative, non-partisan level. Teachers must be careful not to speak to the students in a manner that would cause offense to the parents. 2. Presentation of all sides of an issue is encouraged. 3. The teacher should encourage the students to follow up any questions they have with their parents and pastor.


SCHOOL HISTORY AND GOVERNANCE

Logos School opened its doors in September of 1981. It represented the concerted efforts and convictions of primarily three individuals: Doug Wilson, Shirley Quist, and Larry Lucas. Their goal was to provide high-quality Christian education for children. These three people were Logos School's first and founding board of directors. Tom Garfield was hired in January, 1981, to be Logos School’s administrator.

Logos (which means "word" in Greek) began with eighteen students in rented facilities at the Paradise Hills Church of God. Primarily through word-of-mouth the school grew quickly. Parents still say they are most pleased with the dedicated, loving staff members, the smaller class sizes, and the consistently high level of academic and biblical encouragement their children receive. As the school expanded in size and scope, much thought was given to curricular improvement. At the elementary level, the math, reading, science, and other areas of the program are continuously reviewed and upgraded to qualitatively increase the learning of the students. For example, in 1985 the teachers revised the entire reading program to make it entirely based upon high quality children’s books, vs. relying on any basal or primer series. The results have been very satisfying.

Consistently, the Logos Elementary School classes score in the top 20 percent, or better, of national norms on national standardized tests, given annually to all Logos students.

The school moved to 110 Baker, a former roller rink, after extensive prayer, fund-raising, and remodeling, in November of 1987. Subsequent improvements have included the addition of carpeting, a well-equipped library, two portable classroom units, adjoining property, and in February of 1999, the completion of a multi-use, gymnasium/stage facility.

In 1990, Doug Wilson, a founding board member and teacher in the school, wrote a book entitled Recovering the Lost Tools of Learning. The book recalled how, over its ten year history at that time, Logos School had attempted to follow the classical, Trivium model, as described by Dorothy Sayers in her 1940's article, “The Lost Tools of Learning”, published in the National Review. Doug’s book, published on a nation-wide scale, produced so much interest in the classical approach that several Logos staff members helped form the Association of Classical and Christian Schools (ACCS). This organization continues to offer annual national conferences and practical assistance to forming and growing ACCS schools. One of the first schools to be accredited by ACCS, Logos is a charter member and annually sells many of its administrative and curriculum materials to these schools and other people around the United States, as well as having its staff train other teachers and administrators.

The Logos School Board of Directors and the administration are planning and praying toward further growth of the school, both in facilities and the scope of the program, as more families become convinced of the necessity and advantages of a classical, Christ-centered education.

Logos School is governed primarily by the Word of God, as understood and applied by the school’s Board of Directors and administration. The School Board of Directors is comprised of eight individuals: five permanent members, and three elected, 3-year term members. The board operates under the school’s adopted by-laws, vision and goals statements, and provides policies to the superintendent for implementation in the school. More details on the board’s operation and policies may be obtained from the school office.

VISION STATEMENT

We aim to graduate young men and women who think clearly and listen carefully with discernment and understanding; who reason persuasively and articulate precisely; who are capable of evaluating their entire range of experience in the light of the Scriptures; and who do so with eagerness in joyful submission to God. We desire them to recognize cultural influences as distinct from biblical, and to be unswayed towards evil by the former. We aim to find them well-prepared in all situations, possessing both information and the knowledge of how to use it. We desire they be socially graceful and spiritually gracious; equipped with and understanding the tools of learning; desiring to grow in understanding, yet fully realizing the limitations and foolishness of the wisdom of this world. We desire they have a heart for the lost and the courage to seek to dissuade those who are stumbling towards destruction; that they distinguish real religion from religion in form only; and that they possess the former, knowing and loving the Lord Jesus Christ. And all these we desire them to possess with humility and gratitude to God.

We likewise aim to cultivate these same qualities in our staff and to see them well paid so that they may make a career at Logos. We desire them to be professional and diligent in their work, gifted in teaching, loving their students and their subjects. We desire they clearly understand classical education, how it works in their classroom and how their


work fits into the whole; that they possess a lifelong hunger to learn and grow; and that they have opportunity to be refreshed and renewed. We desire to see them coach and nurture new staff and to serve as academic mentors to students. We look to see them mature in Christ, growing in the knowledge of God, their own children walking with the Lord.

We aim to cultivate in our parents a sense of responsibility for the school; to see them well informed about the goals of our classical and Christ-centered approach. We desire them to grow with the school, involved in and excited about the journey. We aim to help them to follow biblical principles in addressing concerns, to be inclined to hearing both sides of a story before rendering a verdict, and to embrace the Scripture's injunctions to encourage and stir up one another to love and good works.

Finally, in our relationship with our community, we aim to be above reproach in our business dealings and supportive of the local business community. We further seek to exemplify the unity of the body of Christ, to develop greater fellowship and understanding with the churches, and to bring honor to our Lord in all our endeavors.

EDUCATIONAL PHILOSOPHY

Although most Christian schools would agree on certain fundamentals, it is imperative that parents scrutinize the foundational beliefs of any school in which they may enroll their child(ren). Therefore, below are the most important philosophical elements that we at Logos School believe distinguish our approach to education. We believe that the Bible clearly instructs parents, not the church or state, to "bring children up in the discipline and instruction of the Lord." The church’s commission is essentially to spread the Gospel and train believers (Matt.28:18-20). The state has been directed to enforce God’s laws and protect the innocent (Romans 13). The church trains parents and the state protects families. The family raises and educates children (Eph.6:1-4). Therefore, under the delegation of the family, we seek to teach and discipline in a manner consistent with the Bible and a godly home environment. We believe that God's character is revealed not only in His Word but also in every facet of the creation. Therefore, we teach that all knowledge is interrelated (integrated) and can instruct us about God himself. God wants us to love Him with our minds, as well as with our hearts, souls, and strength (Matt. 22:37). Therefore, we seek to individually challenge children at all levels and teach them how to learn, by using the centuries-old, proven classical method (see following explanation), incorporating instruction in Latin. We want to help parents teach their children that all they do should be done "heartily, as unto the Lord." Therefore, we seek to encourage quality academic work and maintain high standards of conduct. This necessarily includes biblical discipline principles. We have a full K-12 program because we believe that as long as a child is under the parents' authority and undergoing formal education, he should be trained biblically (Deut. 6:6,7; Prov. 22:6).

ATHLETIC PHILOSOPHY

1. The purpose of our athletic program is to complement, not compete, with our academic program. We reject as a false dichotomy the idea that either the academic must serve athletics or vice versa. Our goals and vision statement state the educational mission of our school, and we seek to use both academics and athletics as instruments to help us accomplish those goals. 2. Our athletic and physical education activities are considered an important component of our classical and Christian curriculum. We recognize that the training of the body has been part of the classical approach to education from the very beginning. Further, our understanding of the Christian worldview does not permit us artificially to limit a course of training to the mind only. Our goal has always been to educate our students in all aspects of life, with the Scriptures at the center of all things as the point of integration. We have the same standard for our athletic program and physical education classes, and see this point of integration as particularly important.


AESTHETIC VISION

The apostle Paul instructs us to set our minds on that which is true, noble, just, pure, lovely; we are to meditate on those things which are of good report, virtuous, or praiseworthy. As a classical and Christian school, we have particular duties in this regard; we have been entrusted by our school parents with the responsibility to help train and discipline the minds of their children. We understand that the loveliness and nobility enjoined by the apostle involve more than just spiritual truths, and that our duty as a school includes the discipline of aesthetic education.

We therefore affirm that the triune God contains within Himself all ultimate loveliness and beauty. As His creatures, therefore, we are to serve and worship Him in all that we do in the beauty of holiness. He has created us in His own image, and requires us to strive to imitate Him in all that we do, and this includes the duty of understanding our responsibilities of appreciating and creating objects of loveliness.

In the education we provide, we therefore deny all forms of aesthetic relativism. At the same time, we affirm our limitations as creatures. This means that in any work of art containing true beauty, only God knows exhaustively all that is beautiful about the work, while we see the beauty only partially. Because different human observers see different partialities, this creates an illusion of subjectivity. Because our vision of the beautiful must necessarily be partial, we seek to instruct our students to make all aesthetic judgments in humility. At the same time, we want to train them on their responsibility to make grounded and informed aesthetic judgments, rejecting all forms of principled ugliness or aesthetic nihilism.

We seek to teach the importance of aesthetic standards in all activities associated with the school, striving for that form of excellence suitable to each activity. This obviously includes a strong emphasis throughout our curriculum on the fine arts--music, painting, sculpture, drama, poetry-with the attendant responsibilities of the students including study, meditation, and memorization. But our emphasis on aesthetics also extends to more mundane matters -- the cleanliness and decoration of classrooms, student dress, athletic competition, handwriting, etc. In all this, we aim to teach our students the reasons for what we require, and not just impose the bare requirement. As a Christian school we want to particularly avoid all forms of pious or traditional kitsch—aesthetic frauds which can evoke a sentimental and superficial aesthetic response.

The standards we use in determining what we consider to be aesthetically valuable include, but are not limited to, conformity to the standards of Scripture, historical durability and the approval of many minds over generations, a balance of complexity and simplicity, dignity, metaphorical strength, harmony, subtlety, the power to evoke love of truth and goodness, the art of concealing art, acuity or craftsmanship, an ability to work against standards while honoring and employing them, avoidance of formulaic cliches, and wisdom.

MUSIC VISION

“It is good to praise the Lord, and make music to your name, O most High, to proclaim your love in the morning and your faithfulness at night, to the music of the ten-stringed lyre and the melody of the harp. For you make me glad by your deeds, O Lord; I sing for joy at the works of your hand.” Psalm 92:1-4 Within the God-breathed books of the Bible, the Creator gave Christians a timeless song book, the Psalms, with 150 different songs to sing and praise His name as well as songs scattered throughout the Old and New Testaments. And, as the above selection from Psalms illustrates, both vocal and instrumental music are to be used by man to point back to God. Music is not just a subject that we should teach, it is a way to express the goodness of God and the joy we have in living in His presence. The integration of all subjects, with the Scriptures as central, is one of the goals of Logos School. We believe and therefore want to instruct all the students in the basic knowledge and related benefits of music to all of learning. We want to teach students to distinguish good music from mediocre music. We want them to recognize that though we limit their exposure in truth, beauty and goodness in music, good music is not bound by a period of time or by a particular style, but that good and beautiful music has been a gift from God to man throughout all ages.


WHAT DO WE MEAN BY CLASSICAL?

In the 1940's the British author Dorothy Sayers wrote an essay entitled “The Lost Tools of Learning.” In it she calls for a return to the application of the seven liberal arts of ancient education, the first three being the “Trivium” - grammar, logic, rhetoric. Miss Sayers also applies the three stages of children’s development to the Trivium. Specifically, she matches what she calls the “Poll-parrot” stage with grammar, “Pert” with logic, and “Poetic” with rhetoric (see chart below). At Logos, the founding board members were intrigued with this idea of applying a classical education in a Christian context. Doug Wilson, a founding board member, explained the classical method further in his book, Recovering the Lost Tools of Learning. Logos School has been committed to implementing this form of education since the school’s inception. — An excerpt from Doug Wilson’s book , “Recovering the Lost Tools of Learning:”

“The structure of our curriculum is traditional with a strong emphasis on ‘the basics.’ We understand the basics to be subjects such as mathematics, history, and language studies. Not only are these subjects covered, they are covered in a particular way. For example, in history class the students will not only read their text, they will also read from primary sources. Grammar, logic, and rhetoric will be emphasized in all subjects. By grammar, we mean the fundamental rules of each subject (again, we do not limit grammar to language studies), as well as the basic data that exhibit those rules. In English, a singular noun does not take a plural verb. In logic, A does not equal not A. In history, time is linear, not cyclic. Each subject has its own grammar, which we require the students to learn. This enables the student to learn the subject from the inside out.

The logic of each subject refers to the ordered relationship of that subject’s particulars (grammar). What is the relationship between the Reformation and the colonization of America? What is the relationship between the subject and the object of a sentence? As the students learn the underlying rules or principles of a subject (grammar) along with how the particulars of that subject relate to one another (logic), they are learning to think. They are not simply memorizing fragmented pieces of knowledge.

The last emphasis is rhetoric. We want our students to be able to express clearly everything they learn. An essay in history must be written as clearly as if it were an English paper. An oral presentation in science should be as coherent as possible. It is not enough that the history or science be correct. It must also be expressed well.”

BOARDING STUDENTS

We are very pleased and humbled by the number of international students who have sought enrollment in Logos School in recent years. Many have been extremely competent students. However, we have set an age limit in accepting students who must board with someone other than their family in order to attend Logos. We cannot condone a young student=s leaving his/her family for an extended period, even to obtain a high quality education. Therefore, we will not accept any student under fifteen years of age if it requires that student to board with another family for an extended period of time, regardless of the student=s academic capabilities.

PART-TIME STUDENTS

Part-time students are welcome in the secondary (7th-12th grades) based on available space. These students are welcome to work toward graduation at a modified pace, work toward completing their GED, or to simply take classes that will help to supplement their homeschooling curriculum.

LEARNING DISABILITIES

This policy applies to all students and teachers in all the classrooms of Logos School. Severe Learning Disability: Any condition in a potential student which would require a separate classroom, program, and staff in order to provide the educational services desired by the parents. E.g. Down's syndrome, deaf/mute, blind, etc. Learning Disability: Any condition in a potential student or student which does not require a separate classroom, program, and staff in order to provide the education services desired by the parents. E.g. Hyperactivity, Attention Deficit


Disorder, dyslexia, etc. For the purposes of this policy, it is not important whether or not the condition was accurately diagnosed and is a genuine learning disability. Guidelines: 1. Children with a severe learning disability will not be admitted to Logos due to the lack of adequate staff, funding, and facilities. 2. Children who have been diagnosed as having a learning disability will be required to meet the same academic standards as all the other children in their grade level. 3. Children who have been diagnosed as having a learning disability will be given as much individual instruction and encouragement as their classmates.

ADMISSIONS

Logos School admits students of any race to all rights, privileges, programs, and activities generally made available to all full-time students. Logos School practices a biblical philosophy of admissions, not discriminating on the basis of race, sex, color, or national origin in the administration of its policies, admissions, scholarships, athletic, and other school-directed programs.

Admission Procedures: A. Upon return of a completed application, an interview with the family will be arranged with the principal. B. After the interview, and after reviewing all other required materials (as stated on the application form), the principal

will make the decision whether or not to admit the student. Entrance exams are administered to new students in 1st - 6th grades.

C. The principal will then notify the parents in writing of the decision regarding acceptance. If accepted, the parents will receive an Acceptance Letter and a Transfer of Records form, if the student attended another school previously.

Admission Requirements for the Student: A. A child must have reached the age of four years by June 1 of the fall in which he would be entering Preschool (five

years for Kindergarten, six years for 1st grade, etc.). B. If a child has successfully completed the previous school year and his school work and behavior compare favorably

to the comparable grade at Logos, the child will likely be placed in the grade for which he is applying. However, if through the administration of the entrance exam or other evidence, it is determined that the child may not be adequately prepared for the next sequential grade level, it may be necessary that he repeat the previous grade.

Admission Requirements for the Parents: A. Though not required to be Christians, the parents of students in Logos should have a clear understanding of the

biblical philosophy and purpose of Logos School. This understanding includes a willingness to have their child exposed to the clear teaching (not forced indoctrination) of the school's Statement of Faith in various and frequent ways within the school's program.

B. The parents should be willing to cooperate with all the written policies of Logos School. This is most important in the area of discipline (see Discipline Guidelines and School Rules) and school work standards, as well as active communication with the respective teacher(s) and administration.


LOST TOOLS OF LEARNING CHART The following material is drawn from the essay “The Lost Tools of Learning” by Dorothy Sayers. It illustrates the applications of the Trivium (Grammar, Logic, Rhetoric) we use.

Beginning Grammar

(Pre-Polly)

GRAMMAR (Poll-Parrot)

LOGIC (Pert)

RHETORIC

(Poetic)

Grades K-2

Grades 3-6

Grades 7-9

Grades 10-12

Approx. ages 4-8

Approx. ages 9-11

Approx. ages 12-14

Approx. ages 15-18

Student Characteristics:




1. Obviously excited about learning 2. Enjoys games, stories, songs, projects 3. Short attention span 4. Wants to touch, taste, feel, smell, see 5. Imaginative, creative

1. Excited about new, interest-ing facts 2. Likes to explain, figure out, talk 3. Wants to relate own experi-ences to topic, or just to tell a story 4. Likes collections, organizing items 5. Likes chants, clever, repeti-tious word sounds (e.g. Dr. Seuss) 6. Easily memorizes 7. Can assimilate another lan-guage well

1. Still excitable, but needs challenges 2. Judges, critiques, debates, critical 3. Likes to organize items, oth-ers 4. Shows off knowledge 5. Wants to know "behind the scenes" facts 6. Curious about Why? for most things 7. Thinks, acts as though more knowledgeable than adults

1. Concerned with present events, especially in own life 2. Interested in justice, fair-ness 3. Moving toward special in-terests, topics 4. Can take on responsibility, independent work 5. Can do synthesis 6. Desires to express feelings, own ideas 7. Generally idealistic

Teaching Methods:

Teaching Methods:

Teaching Methods:

Teaching Methods:

1. Guide discovering 2. Explore, find things 3. Use lots of tactile items to illustrate point 4. Sing, play games, chant, recite, color, draw, paint, build 5. Use body movements 6. Short, creative projects 7. Show and Tell, drama, hear/read/tell stories 8. Field trips

1. Lots of hands-on work, pro-jects 2. Field trips, drama 3. Make collections, displays, models 4. Integrate subjects through above means 5. Categorize, classify 6. Recitations, memorizations, catechisms 7. Drills, games 8. Oral/written presentations

1. Time lines, charts, maps (visual materials) 2. Debates, persuasive reports 3. Drama, reenactments, role-playing 4. Evaluate, critique (with guidelines) 5. Formal logic 6. Research projects 7. Oral/written presentations 8. Guest speakers, trips

9. Socratic Discussion

1. Drama, oral presentations 2. Guide research in major areas with goal of synthesis of ideas 3. Many papers, speeches, debates 4. Give responsibilities, e.g. working with younger stu-dents, organize activities 5. In-depth field trips, even overnight 6. World view discussion/written papers


PARENT INVOLVEMENT "Fathers, do not provoke your children to anger, but bring them up in the discipline and instruction of the Lord" Eph. 6:4. As a support and extension of the family unit, Logos School considers the family to be of first importance to a child. God, through His Word, the Bible, indicates that the family is the most important human institution He designed, since He compares it to the relationship believers have with Christ and the Father. Therefore, at Logos we are continually seeking ways to actively involve the parents, siblings, and grandparents of our students in the programs of the school. Below are just a few ways we do this. Please feel free to ask if you would like to try additional ideas. 1. Visit the school/class at any time. (Simply call ahead out of courtesy to the teacher.) 2. Assist in the classroom, regularly or infrequently. (Again, arrangements should be made with the teacher concerned.) 3. Act as chaperone on field trips and/or library visits. 4. Serve as a story-reader, song-leader (in K-3), guest artist or offer your special talents. 5. With permission and arrangements with the teacher, present your vocation to the class. 6. Share your experiences, trips, vacations, as they may relate to an area of study in a class. 7. Volunteer your help in the preparations for the many tasks related to the annual fundraiser. 8. Help host class parties at home or in the classroom. 9. Attend all Parent-Teacher Conferences that are formally conducted after the first and third grading quarters each

year. Informal conferences may be held anytime at the parent's request. 10. Closely monitor and praise your child's progress by reading all teacher notes and student papers sent home! 11. Offer specific assistance to serve on board-appointed committees, or the board itself.

STUDENT HEALTH RECORDS

1. All students attending Logos School must have on record with the school office, either a current immunization record or an exemption statement according to Idaho Code, before entering school in the fall. Standard immunization record forms may be obtained from the family doctor and a copy given to the school office. 2. Before the school will issue any medication to a student, we must receive written parental permission. In order to facilitate the general dispensing of non-prescription medicine (e.g. Tylenol & Tums), we have a form available for parents to grant a year's general permission to the school to issue non-prescription medicines to their student(s). This form will be kept in the student's file. No prescription medicines will be dispensed without written parental permission each time. 3. Other forms necessary for student health records that can be obtained from the school office are:

a. Health History: Describes the basic health/illness history of each student. b. Emergency Form: Lists the emergency contact names and phones numbers of people who may need notification in a medical emergency. Includes signed waiver in order to facilitate necessary surgical action.

GUIDELINES FOR KEEPING SICK CHILDREN HOME

Colds: Please keep your child at home if he has a fever over 100 degrees or is experiencing discomfort that would interfere with his ability to perform in school (i.e. uncontrollable coughing, severe lack of energy).

Conjunctivitis (pink-eye): Follow your doctor’s advice for returning to school.

Diarrhea/Vomiting: A child with diarrhea and / or vomiting should stay at home and return to school only after being symptom-free for 24 hours.

Fever: The child should remain at home with a fever greater than 100 degrees. The child can return to school after he has been fever free for 24 hours (without fever-reducing medicine such as Tylenol or Motrin).


ELEMENTARY CURRICULUM GOALS In keeping with our understanding and practice of the Grammar Stage methodology (see School Goals) and its

approximate correlation to the elementary years, we have divided each area below into Goals and Memory sections. The Goals are those basic principles we seek to achieve throughout the elementary years. The Memory section contains an abbreviated list of material (the Grammar) we seek to have the students commit to memory through repetition within that subject area. BIBLE GOALS: We seek to:

1. Have the students read the actual text for themselves vs. only prescribed verses. 2. Have the students read at least one Gospel account, one Epistle, and one Old Testament book each year. 3. Encourage the students to understand the verses in context, along with other good interpretation principles. 4. Let the scriptures speak for themselves with clarifications and illustrations by the teacher. 5. Show the students the richness and requirements of the Bible. 6. Teach the biblical pattern of salvation; Law before Grace. 7. Encourage each student to come to the Father, through the Son, and grow in their knowledge and love of Him.

MEMORY: The students will recall:

1. The entire list of books of the Bible in correct order. 2. The major attributes of God, i.e. Loving, Just, Omnipresent, Omniscient, Creator, etc. 3. The names and significance of Adam, Abraham, Moses, David, Paul, Peter, etc. 4. The major acts and themes of the Gospels: Jesus’ birth, miracles, crucifixion, resurrection. 5. The Ten Commandments

ENGLISH GOALS: We seek to:

1. Equip every student with the skills necessary for good writing, including correct spelling and grammar, pleasing style, clarity of focus, proof-reading, and self-correcting. 2. Put a major emphasis on good writing by requiring the students to write often and correctly in each subject area. 3. Encourage clear thinking by the students through requiring clear, focused writing. 4. Introduce the students to many styles of writing using the Bible and other high quality literature.

MEMORY: The students will recall: 1. The names and functions of a noun, verb, adverb, adjective, preposition, etc. 2. Basic spelling rules. 3. Correct punctuation marking and capitalization rules.

READING GOALS: We seek to: 1. Use phonics as the primary building blocks for teaching students to read. 2. Encourage the students to read correctly as soon as possible (normally in Kindergarten or first grade). 3. Introduce the students to high-quality children's literature as soon as possible through our literature program. 4. Carefully monitor the student's reading abilities to ensure he is at a reasonable level, is comprehending adequately, and is reading fluently, both orally and silently. This includes the proper use of word-attack skills. 5. Integrate, wherever possible, other subjects into reading, such as history and science. 6. Foster a life-long love of reading and high quality literature, especially the Scriptures, after being taught to recognize the characteristics of such literature.


1. The vowels and their sounds. 2. The consonants and their sounds. 3. The definitions of plot, character, fiction, non-fiction, biography, etc. 4. Oral reading skills. 5. Their favorite authors.

LATIN GOALS: We seek to: 1. Instruct the students in the fundamental vocabulary and grammar of Latin to better their fundamental


understanding of English, the history and writings of Western Civilization, and the understanding of Romance languages. 2. Reinforce the students’ understanding of the reasons for, and the use of, the parts of speech being taught in our traditional English grammar class work, e.g. plurals, nouns, verbs, prepositions, direct objects, tenses, etc. 3. Cultivate study and logical thinking which are inherent in the study of Latin.


1. The vocabulary introduced and used. 2. All of the five declensions of nouns. 3. All four conjugations for active verbs. 4. Other chants, including verb examples and pronouns. 5. Subject-noun agreement. 6. Noun-adjective agreement 7. Forming questions and commands.

MATHEMATICS GOALS: We seek to:

1. Ensure that the students have a thorough mastery of basic mathematical functions and tables. 2. Put an emphasis on conceptual, as well as practical, understanding through the frequent use of story problems. 3. Illustrate God's unchanging character through the timeless, logical mathematical systems He gave to man through His gift of reason.


1. The four basic mathematics properties; i.e. addition, subtraction, multiplication, division, and their uses. 2. Multiplication facts to 12. 3. Addition and subtraction facts to 20. 4. All aspects of telling time, reading thermometers, and identifying dates. 5. All cardinal directions and basic geometric shapes.

HISTORY/GEOGRAPHY GOALS: We seek to:

1. Teach the students that God is in control of History and He will determine its ultimate outcome. 2. Enable the students to see God's hand in the history of the world and the United States, specifically by illustrating the effect His people have had on history. 3. Broaden the students' understanding of history and geography as the students mature, specifically by deepening the level of exposure and research into various topics kindergarten through sixth grade. 4. Make history and geography "come alive" for the students through the use of a unit approach to history and its related areas and by using many forms of information and research, e.g. biographies, illustrations, field trips, guest speakers, music, art, foods, architecture, etc.


1. The names and capitals of all fifty United States. 2. The names of most major countries of the world. 3. Key figures in history; e.g. Homer, Martin Luther, George Washington, etc. 4. Key dates and their significance in history; e.g. Fall of Rome, 1492, 1620, 1776, etc. 5. Preambles to the Declaration of Independence and the U.S. Constitution.

SCIENCE GOALS: We seek to: 1. Teach that the biblical creation account is true and that the theory of evolution is false. 2. Teach the students the basic elements of both accounts and that both systems are based on either sound or unsound faith. 3. Show the students that, because God made the universe, it has inherent order which in turn makes it possible to hypothesize and experiment (scientific method), as well as to identify, classify, and categorize elements of creation. 4. Treat the study of science as a part of the study of history. That is, show the students the natural integration between the advances, individuals, and applications of science, with the development of historical events within the cultures studied. 5. Use many forms of instruction to teach science, particularly identifying, classifying, categorizing, integrating


with history and math, as well as experiments, demonstrations, collecting, field trips, and guest speakers. MEMORY: The students will recall:

1. Local flora and fauna studied in each grade. 2. The work of each of the six days of Creation. 3. The basic anatomy of the human body. 4. The major classifications and fields of science. 5. The basic steps to the scientific method.

ART GOALS: We seek to:

1. Teach all our students the basic fundamentals of drawing to enable them to create adequate renderings. 2. Encourage the students to appreciate and imitate the beauty of the creation in their own works. 3. Introduce the students to masters' works of the Western culture. 4. Equip the students to knowledgeably use a variety of art media.


1. The primary and secondary colors. 2. The use of perspective in drawing. 3. The basic techniques for shading. 4. At least four famous artists.

MUSIC GOALS: We seek to:

1. Train the students to sing knowledgeably, joyfully, and skillfully to the Lord on a regular basis. 2. Systematically instruct the students in the fundamentals of reading vocal music. 3. Enrich the teaching of scripture through the teaching of many classic, meaningful hymns.


1. The timing of whole, half, and quarter notes. 2. The difference between the bass and treble clefs. 3. The major instrument groups in a band and orchestra.

PHYSICAL EDUCATION GOALS: We seek to:

1. Systematically work with the students to teach them basic exercises and game skills. 2. In cooperation with the families, encourage the students to establish and maintain good health. 3. To enhance biblical patterns of behavior through activities requiring cooperation, teamwork, and general good sportsmanship.

MEMORY: The students will recall: 1. The benefit specific exercises provide for various body parts. 2. The function of different muscles and how to strengthen them.

LATIN

Considering the sheer number of years and number of quality schools wherein the teaching of Latin was an integral part of any good academic training, the instruction in Latin at Logos School should need no explanation or defense. However, like many traditional particulars of good education lost in the name of "modern" or "progressive" education, Latin's advantages have been neglected and forgotten by a couple of generations. Latin was regularly taught even in American high schools as late as the 1940s. It was considered necessary to a fundamental understanding of English, the history and writings of Western Civilization, and the understanding of Romance languages.

Logos School teaches Latin, therefore, for two major reasons: 1.Latin is not a "dead language", but rather a language that lives on in almost all major western languages, including English. A training in Latin not only gives the student a better understanding of the roots of English vocabulary, it also


lays the foundation for learning other Latin-based languages (French, Spanish, Portuguese, Italian and Romanian).

2. Learning the grammar of Latin reinforces the student's understanding of the reasons for, and the use of, the parts of speech being taught in our traditional English class work, e.g. plurals, nouns, verbs, prepositions, direct objects, etc. The Elementary Latin Program consists of the following basic objectives:

Third Grade (1st Year): Vocabulary acquisition, declensions, chants of endings. Fourth Grade (2nd Year): More vocabulary, beginning grammar work, basic verbs, simple sentences Fifth Grade (3rd Year): More sentences, vocabulary, basic translation work, phrases, grammar Sixth Grade (4th Year): Translation work, grammar, writing of sentences, stories, Classical background

ELEMENTARY PROMOTION POLICY Elementary students currently in Logos must meet all the following basic criteria for promotion to the next successive grade: 1. Pass at least three quarters of reading, math, grammar (1st - 6th grades), and composition (3rd -6th grades), and have

at least a 70% average for the entire year. 2. Pass at least three quarters each of history (geography), and science. 3. Failure to pass at least two quarters each of Latin, Bible, spelling, art, music, or PE will necessitate some make-up

work in summer school, at the recommendation of the teacher and principal. 4. In addition, when considering promotion of students currently enrolled, special emphasis should be given to the

appropriate level of mastery (see the Curriculum Guide Objective) of the following skills/subjects in the grades noted:

Preschool to Kindergarten: Behavioral maturity for Kindergarten. Kindergarten to First Grade: Behavioral maturity and reading readiness for First Grade.

JUNIOR HIGH SCHOOL PROMOTION REQUIREMENTS

Academic records from grades 7 and 8 will be used as criteria for promotion to high school. 1. To be promoted from Logos Junior High School, a student must earn twenty-five credits. (Note: One credit is earned for passing a course that meets three or five days per week in one semester. One-half credit is earned for passing a course that meets two days per week in one semester.) 2. Students must have earned a minimum of three credits in Bible, four credits in English, three credits in classical language, three credits in history, four credits in math, three credits in physical education, three credits in science, and 1 credit in music. 3. Students who are transferring to Logos Junior High School may receive credit for work completed previously with sufficient documentation. The secondary principal is authorized to accept this work toward promotion requirements provided the work is of similar nature, i.e., similar course objectives and time of study. 4. Students who are transferring to Logos Junior High School from another school or students who have failed a course at Logos Junior High School may petition for a waiver of individual promotion requirements. The petition will be reviewed by the curriculum committee. 5. Upon written request of the parents, the secondary principal may waive or reduce up to four course credits for students who have academic difficulty subject to the following conditions: the student is a long-time Logos student, the parents have demonstrated a clear commitment to their child’s education by working with Logos School teachers and administrators, the parents and secondary principal agree that the work required is too difficult for the child in question.


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HIGH SCHOOL GRADUATION REQUIREMENTS (starting with the graduating class of 2013)

1. To graduate from Logos High School, a student must earn the requisite number of credits for a given diploma from grades 9 through 12 (Associate: 40 credits, Standard: 55 credits, Honors: 60 credits). One credit is earned for passing a course that meets three or five days per week in one semester. One-half credit is earned for passing a course that meets two days per week in one semester. 2. Seniors must be enrolled in six credits of approved coursework each semester. -Seniors are required to take Apologetics and Rhetoric IV. -Seniors are required to take at least two of the following courses: British Literature, Civics, Calculus, Physics -Additional credits may come from internships or independent studies. 3. Students must take the ACT exam during either their junior or senior year. 4. The secondary principal may amend the credits listed in guidelines number one and two to keep graduation requirements current with course changes approved by the Logos School Board. 5. Students who are transferring to Logos High School from another school or home school may receive credit for work completed previously when Logos School receives sufficient documentation of their previous work. The secondary principal is authorized to accept this work toward Logos High School graduation requirements provided the work is of similar nature, i.e., similar course objectives and similar time of study. 6. Students who are transferring to Logos High School from another school or students who have failed a course at Logos High School may petition for a waiver of individual graduation requirements. The petition will be reviewed by the curriculum committee. 7. Upon written request of the parents, the secondary principal may waive or reduce up to four course credits for students who have academic difficulty subject to the following conditions: the student is a long-time Logos student, the parents have demonstrated a clear commitment to their child’s education by working with Logos School teachers and administrators, the parents and secondary principal agree that the work required is too difficult for the child in question.


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60

Logos School Student/Parent Handbook 2012-2013 GRADING GUIDELINES

Progress reports are sent home half way through each quarter. Report cards are sent home with the students at

the end of each quarter. Teachers are required to notify parents before the end of the grading period if a student is in danger of receiving a failing grade for the quarter or the semester. Parents are encouraged to respond to the mid-term reports and the report cards via email or other communication.

All academic grading in Logos School uses a criterion-referenced base for evaluation. (The students' work will be evaluated against an objective standard in each class). The grade point average (GPA) is computed at the end of each quarter for secondary students. Grades earned in non-academic courses (electives, music, Rhetoric I&II, independent study, college and/or correspondence) and work completed in home school settings apply toward graduation requirements, but are not factored into the GPA. Only semester grades appear on the student=s high-school transcript. The following percentages, grades, and grade points are used school-wide (Note: No rounding is done. An 89.7% is below 90%, therefore it is a B+. ). Academic Classes: % Grade GPA Meaning

100-97 A+ (elementary only) 100-94 A 4.0 Excellent 93-90 A- 3.7 89-87 B+ 3.3 Surpassing 86-84 B 3.0 83-80 B- 2.7 79-77 C+ 2.3 Satisfactory 76-74 C 2.0 73-70 C- 1.7 69-0 F 0.0 Failing

Non-Academic Classes: % Secondary Elementary Meaning 100-90 E + Excellent

89-70 S ü Satisfactory 69-0 U - Unsatisfactory

SECONDARY ACADEMIC PROBATION POLICY

This policy is intended to provide additional motivation to students whose academic achievements are not up to their capability. If implementation of this policy would be counterproductive to this end, the secondary principal may decide not to place a student on probation. A written record explaining this decision will be signed by the secondary principal and the school superintendent and placed in the student's file.

Secondary students are required to maintain at least a 2.0 grade-point average during any two, consecutive quarters. Exceptions will be made for students who have a grade point average of less than 2.0 but have not failed any courses during the quarter in question. A. If a student's GPA is below 2.0 (i.e. a "C" average), that student will be placed on academic probation during the

following quarter. A parent-teacher conference will be arranged at this time. B. If at the end of the next quarter the student's quarter GPA has not risen to at least a 2.0, that student will be expelled. C. Students who are on academic probation are ineligible to participate in extra-curricular activities.

SECONDARY ELIGIBILITY FOR EXTRA-CURRICULAR ACTIVITIES

All Logos students participating in extra-curricular activities must maintain a G.P.A. of 2.5 or above. This does not apply to transfer students during their first quarter of enrollment at Logos School. For the good of the rest of the participants in any activity, students who are ineligible for the beginning of a season


remain ineligible for participation during the entirety of that season, regardless of their grade point average for the following quarter. Similarly, if students are eligible to begin a season, they remain eligible until the end of that season. If implementation of this policy would be counter-productive to the student’s best interests, the Principal may decide to restrict or not to restrict a student’s eligibility. In making this decision, the Principal will consider the student’s academic ability as measured on standardized tests and evaluated by the secondary teachers. Exceptions to this policy will be reviewed first by the Principal, then the Superintendent, then the School Board for possible approval.

HOMEWORK I. Philosophy and Guidelines: A. Students often need some amount of extra practice in specific, new concepts, skills, or facts. In certain

subjects (e.g. math or languages), there is not enough time in a school day to do as much practice as may be necessary for mastery. Therefore, after reasonable in-class time is spent on the material, the teacher may assign homework to allow for the necessary practice.

B. Repeated, short periods of practice or study of new information is often a better way to learn than one long study period.

C. Since Logos School recognizes that parental involvement is critical to a child's education, homework can be used as an opportunity for parents to actively assist their child in his studies.

D. Homework may also be assigned to students who, having been given adequate time to complete an assignment in class, did not use the time wisely. The homework, in this situation, serves a corrective, as well as practical purpose.

E. Normally homework will not be assigned over the weekend or over holidays and vacations. F. Homework assignments are due at the beginning of the period. G. For each day an assignment is late, the grade is reduced by 10%. Assignments may not be turned in for

credit more than two days past the due date unless the student was absent (Secondary). H. Many college professors do not allow late work. In order to prepare our seniors for college, they are

required to turn all projects and papers in on time regardless of illness. This means that they may need to send or email work to their teachers on sick days.

I. Should a student be absent on the day an assignment is assigned or due, the teacher may give a reasonable extension for the assignment to be completed. The extension will not exceed the number of school days missed during the absence. It is the student's responsibility to find out what work was assigned. In the case of extended illness, it is recommended that the parents contact the teachers directly in order to find out what assignments were missed.

J. If a student misses part of a day due to a planned event (departing for an away game, dentist appointment, etc.) all homework is due that day and should be turned into his teacher’s box before departure.

II. Amount of Homework: Since homework, by its nature, takes time at home, it is not to be assigned due to the teacher's poor planning or in place of an assignment which could have been completed in school. The necessity for doing homework will vary from grade to grade and even from student to student. The guide below should be regarded as approximate times, not as required minimum times. GRADE APPROXIMATE HOMEWORK (average per night) K 10 minutes (infrequently) 1st 15 minutes 2nd 30 minutes 3rd - 5th 45 minutes 6th-8th 1 hour

9th-12th 1 ½ hours—2 hours Notes: -Students who are new to the school and/or are “catching up” in their studies may need to invest more time as they transition into the school. -There is no guarantee that a child will get “A’s” if he studies for the average amount of time. Parents who want to invest Herculean amounts of time in order to achieve high grades can do their child a disservice.


ELEMENTARY AWARDS

I. Logos Elementary School maintains a system of formal honors and awards for several reasons: · The recognition of good work is endorsed in the Scriptures, from the writings of Solomon (Proverbs), to those of

Paul (Romans, Ephesians, I Timothy, etc.). Therefore, we seek to publicly recognize those students accomplishing the necessary prerequisites to receive the applicable award/honor.

· We hope to encourage the motivation to good work among all the students by demonstrating to them that such work is not overlooked or taken for granted, but rather it is noticed and commended.

· We want to draw public attention to the high quality of work being done by our students, to the glory of God and their parents.

II. ACCOMPLISHMENTS AND CORRELATING HONORS/AWARDS BESTOWED ACCOMPLISHMENT HONOR/AWARD GIVEN A. All A's in a quarter Placement on Honor Roll A, ribbon received B. All A's with no more than 2 B's in a quarter Placement on Honor Roll A-B, ribbon received C. All year placement on Honor Roll A Medallion received at year-end Awards Assembly D. All year placement on Honor Roll A-B Medallion received at year-end Awards Assembly E. Significant, consistent academic improvement Medallion received at year-end Awards Assembly F. 98%+ and 100% attendance in school year Pins received at year-end Awards Assembly G. Knights Award* Medallion received at year-end Awards Assembly *Boys: wise, leader, patient, careful, hard-working, good, teachable, humble, studious, cheerful, brave, adventurous, strong, sacrificial, responsible Girls: wise, leader, patient, careful, hard-working, good, teachable, humble, studious, cheerful, gracious, gentle, discreet, modest, content

SECONDARY AWARDS

Logos Secondary School maintains a system of formal honors and awards for the following reasons: 1. To increase the motivation of all the students by demonstrating the biblical principle that good work and good

behavior are rewarded; 2. To recognize and show appreciation for those students qualified to be listed on the honor rolls; 3. To draw public attention to the academic quality and outstanding behavior of the secondary students at Logos School. I. Honor Rolls Students earning placement on one of the honor rolls will be recognized by having their names listed in the school newsletter and posted on the bulletin board. Students who have earned placement on the Summa Cum Laude Honor Roll for all four quarters will be receive a medallion at the end of the year awards ceremony.

Summa Cum Laude requires a G.P.A. of 4.0. Magna Cum Laude requires a G.P.A. of 3.99 to 3.70. Cum Laude requires a G.P.A. of 3.69 to 3.50.

II. Awards Faculty Commendation Award: This award is based on three factors: 1) Exemplary conduct (IE: loving God and neighbor), 2) Academic achievement, and 3) A positive attitude toward school. In order to receive this award each semester, students must be nominated by all of their teachers. Students earning this award will be recognized by having their names listed in the school newsletter and posted on the bulletin board. Students earning a faculty commendation award for both semesters in a year will receive a medallion at the end of the year awards ceremony and will have their names listed in the school newsletter and posted on the bulletin board. Valedictorian and Salutatorian: Each spring, the secondary principal and a committee of secondary teachers select the senior class valedictorian and salutatorian. In order to determine the senior who can best represent and articulate the goals and vision of Logos School students, the committee evaluates the seniors based on the following criteria (in order of priority): spiritual testimony, academic performance, extracurricular activities, and honors received. To be eligible to


receive either award, a student must have attended Logos for more than two years and have a cumulative grade point average of 3.5 or higher. After ranking by the teachers, the highest scoring student will usually be valedictorian and the next highest will be salutatorian. Graduation Honor Cords: Based on the first seven semesters of academic work, graduating seniors may be awarded honor cords to be worn in the commencement ceremony. Students earning a cumulative GPA of 3.7 - 3.97 wear silver cords. Students earning 3.98 or higher wear gold cords. Notes: Part-Time students are not eligible to receive secondary academic awards. Non-Logos classes are not used to determine cumulative gpa.

SENIOR COURSE OPTIONS

By the time students reach their senior year in high school, they have usually developed interests in specific areas. Therefore, they will be given the opportunity to pursue those areas through the following senior course options. These options are designed to allow students the opportunity to learn one or two subjects well. As Dorothy Sayers says, "Whatever is mere apparatus may now be allowed to fall into the background, while the trained mind is gradually prepared for specialization in the "subjects" which, when the Trivium is completed, it should be perfectly well equipped to tackle on its own." (from The Lost Tools of Learning) These options should aid the transition from the completion of the Trivium to the more specialized study that is a part of a college or university education. OPTION 1: INDEPENDENT STUDY This is a 1 credit option in which a student arranges for instruction in an area of academic interest. Students must work a minimum of five hours per week on their independent study. Examples of programs that have been successful in the past include college classes (traditional and online) and auditing current Logos classes (civics, physics, calculus, Greek, etc.). Approved subjects include math, science, theology, humanities, and the fine arts. Areas of study which do not qualify would include music lessons, recreational classes and/or self-guided courses with little or no accountability. OPTION 2: INTERNSHIP The internship is a 1/2 credit option intended to provide seniors with the opportunity to study a career. Students must work a minimum of 2 hours per week on their internship. A wide variety of internships have been approved in the past (interning with an elementary or secondary Logos teacher, riding along with police officers, observing at a local vet clinic, etc.). Students are not allowed to be paid for the time they spend as an intern. Procedures for Both Options 1. At least two weeks before the beginning of each semester, students must submit a written proposal to the principal, via email. Late proposals will not be considered. Proposals must describe the following: a. the main purpose of and goals for the program b. the work that the student will be doing weekly to achieve these goals c. the number of hours per week that the student will be participating in the program d. which Logos staff member will be supervising the program (Mr. Nance oversees all internships. If you are auditing a Logos class, the teacher of that class will serve as your supervisor. All other independent studies need to have a staff member who has agreed to supervise before the proposal is turned in) e. a description of the final project that will be presented at the end of the semester 2. Proposals that do not address each area listed above will not be considered. 3. The proposal may be approved as written, approved with modifications, or denied. Students will receive written notification of the decision. 4. Students have two days to resubmit proposals which have been modified and/or denied. 5. By the second day of the semester, seniors must be enrolled in a total of six credits. If they are not, a course of study will be prescribed for them. Guidelines for Both Options 1. Credit will not be granted for work completed before a proposal is approved. 2. Final Project: Students must submit a paper (6-8 pages for an independent study, 2-3 pages for an internship) which adequately summarizes the work that was completed over the semester. For independent study students enrolled in a class with a cumulative final exam, this exam can take the place of the paper. 3. Students will receive a grade of E, S, or U at the end of each quarter and semester.


4. Students are required to complete a weekly report and submit these reports to their supervising teacher. The student’s final grade will be based largely on the content of these reports and the paper. 5. Failure to make satisfactory progress in the first semester will disqualify the student from participating in the independent study and/or internship program during the second semester. 6. Students may only request approval for one semester at a time.

BASIC SCHOOL RULES

1. Students are expected to cooperate with basic Christian standards of behavior and conversation. 2. There should be no talking back or arguing with teachers or staff. Prompt and cheerful obedience is expected. Requests from the teacher should not have to be repeated. 3. No chewing gum, electrical music devices, guns, knives, or other distracting toys/tools are allowed on the school grounds or buses. Cell phones may be used only when not in class or school events. 4. It is our strong belief that Logos School is not the place in which romantic relationships between students should be cultivated or initiated. Public displays of romantic affection are unacceptable. 5. Students are expected to treat all of the school's materials or facilities with respect and care. This includes all books distributed to the students (Students will be charged for lost or damaged books.).

· Hardback textbooks must be covered with a book cover. · Lockers must be kept neat. Only school-approved posters/pictures may be put on or in lockers. · Students may not walk on the gym floor while wearing street shoes. · Students are not to eat or drink in the hallways or library, or to keep open food or beverages in their lockers. · Backpacks and/or athletic bags must be stored on top of the lockers or on hooks on the wall of the hallways.

Students may not bring their backpacks into class with them. 6. Cheating is widespread in academia today. We believe that teaching students to do their own work and keep their eyes on their own papers should begin in the elementary years. Cheating is unacceptable at Logos and is defined as...

· plagiarism or copying an answer · working together on an assignment that was intended to be completed individually · looking on another student’s paper during a test

SOCIAL MEDIA GUIDELINES

Social networking (on-line via computer or phone) is a popular means of social interaction in today’s culture. Logos School advises parents to use caution and to be diligent when deciding at what age and to what extent they allow their children to access these networks. There are significant risks associated with all forms of social media, so we assume you will be monitoring your own children’s use of it. Students are not permitted to be on-line while at school, unless under direct, adult supervision, and then only for purposes related to a class. The Logos School administration is responsible to protect the school and to develop guidelines for the use of social networking by school employees, especially as it may pertain to students. We do not prohibit faculty and student interaction on social media since it can have many positive aspects. However, we have established guidelines for our staff regarding such interactions. These are outlined in the Staff Handbook and include the following: 1. Employees are not to initiate friend requests to students. 2. Employees are not to accept friend requests from students in grades below high school (i.e. grades K-8). 3. Employees are not to initiate or facilitate any private or isolated types of communication with students that might be

interpreted as unprofessional. Again, parents are encouraged to maintain good communication with their children who regularly use social media.


STUDENT ETIQUETTE

“Do nothing out of selfish ambition or vain conceit, but in humility consider others better than yourselves. Each of you should look not only to your own interests, but also to the interests of others.” Phil. 2:3-4 There are numerous ways that students are encouraged and expected to show kindness to one another, and to their teachers, during their hours at Logos School. Periodically, students will receive teaching and reminders about these expectations. It is our hope that these actions will become part of the daily fabric at Logos. First, we want to train our young men to show consideration and respect for the ladies in the school. (“Husbands, in the same way, be considerate as you live with your wives, and treat them with respect as the weaker partner and as heirs with you of the gracious gift of life, so that nothing will hinder your prayers.” I Peter 3:7). As some applications of this truth, we want the young men to:

1. Open doors for all ladies - whether parents, teachers, or students. Always allow the ladies to exit the room (or the bus) first. Further, if a young lady arrives at school with an armload of books, offer to open her locker door for her. 2. In the hallways, men are chivalrous and defer to the ladies by giving them space and avoid running into them. 3. In all events where food is served, the women are to be served and seated first.

Second, we want to train our young ladies to accept the sacrifice of the young men with humility and thankfulness. Third, we want to train our students to show proper respect to their teachers and administrators. (“Submit yourselves for the Lord’s sake to every authority instituted among men; whether to the king, as the supreme authority, or to governors, who are sent by him to punish those who do wrong and to commend those who do right.” I Peter 2:13)

1. Students are expected to stand and be silent when the bell rings. They should remain standing until instructed to take their seats (secondary). 2. Students should address their teachers by Mr., Miss, or Mrs. 3. Students should respond by saying “yes” or “no”, not “yeah” or “ugh”. (“Sir” and “Ma’am” are always welcome.) 4. Students should stand when a teacher or administrator enters the room.

Fourth, at Logos the secondary students cannot avoid being an example to the younger students. We want them to be a good example. In the hallways, secondary students are to be considerate and defer to the elementary students. Finally, Logos students are encouraged to make a special effort to welcome visitors and newcomers to Logos.

1. When adults visit a class, the students should stand until the teacher instructs them to be seated again. 2. Greet parents who visit during school assemblies. Make sure that the ladies have a place to sit. 3. Make a special effort to welcome students who are new to Logos. The Student Council will also take pains to make sure this is done adequately.

Conclusion: We would like Logos to be a place where visitors sense a difference. Specifically, the aroma of Christian love. (“But thanks be to God, who always leads us in triumphal procession in Christ and though us spreads everywhere the fragrance of the knowledge of him. For we are to God the aroma of Christ among those who are being saved and those who are perishing. To the one we are the smell of death, to the other, the fragrance of life.” II Corinthians 2:14-15)

STUDENT DRIVERS

Students who drive to school are expected to do so responsibly. Special attention should be paid to elementary students in the parking lot before and after school. Driving to school is a privilege which may be revoked if necessary. The posted speed limit on Baker and “A” Street is 15 mph when children are present. Students are to park their cars in the parking lots surrounding the gym or in the south lot below the school.


SECONDARY LUNCH

ON CAMPUS: Secondary students are expected to eat in the lunchroom and leave it clean when they are finished. Students may also eat outside on the lawn. Students may not eat in any classroom, the library, or gym, unless given permission to do so by the appropriate teacher. OFF CAMPUS: Junior high students may leave campus for lunch on Fridays only. Students may go to restaurants within walking distance of the school. Students are not to go to the Palouse Mall. High-school students may leave campus for lunch. Leaving campus is a privilege which may be revoked if necessary.

DISCIPLINE POLICY

The kind and amount of discipline will be determined by the teachers, and if necessary, the principal and the superintendent. The discipline will be administered in the light of the student's problem and attitude. All discipline will be based on biblical principles, e.g. restitution, apologies (public and private), swift/painful punishment, restoration of fellowship, no lingering attitudes, etc. The vast majority of discipline problems are to be dealt with at the classroom level. Love and forgiveness will be an integral part of the discipline of a student. I. Office Visits: There are five basic behaviors that will automatically necessitate discipline from the principal (and not from the teacher). Those behaviors are:

a. Disrespect shown to a staff member. The staff member is the judge of whether or not disrespect has been shown. b. Dishonesty in any situation while at school, including lying, cheating, and stealing. c. Rebellion, i.e. outright disobedience in response to instructions. d. Fighting, i.e. striking in anger with the intention to harm the other student. e. Obscene, vulgar, or profane language, as well as taking the name of the Lord in vain.

As a result of an office visit, the principal will determine the nature of the discipline for the infraction in question. The principal may require restitution, janitorial work, parental attendance during the school day with their child, formal attire to be worn by the student to school, spanking, or any other measures consistent with biblical guidelines which may be appropriate.

If for any of the above or other reasons, a student receives discipline from the principal, the following accounting will be observed within the school year:

a. The first two times a student is sent to the principal for discipline the student's parents will be contacted afterward and given the details of the visit. The principal will make a note of each occasion when the parents are contacted after an office visit, and enter that record in the student’s file. The parents' assistance and support in averting further problems will be sought. b. The third office visit will be followed by a meeting with the student's parents, principal, and superintendent. c. Should the student require a fourth office visit, a two-day suspension will be imposed on the student followed by a meeting with the student (if appropriate), his parents, the principal, and disciplinary committee. During the period of suspension: -Any assignments given to the student prior to the suspension that are due during the student’s absence must be turned in immediately upon his return, with the appropriate deduction for lateness. -For any assignments, tests, etc. completed in class during the student’s absence, the student will be required to complete them within two days of returning, with appropriate deductions for lateness. -All other due dates for assignments will still apply for the student (i.e. no extra time will be given). d. If a fifth office visit is required, the student will be expelled from the school.

II. Serious Misconduct: If a student commits an act with such serious consequences that the principal deems it necessary, the office-visit process may be by-passed and suspension imposed immediately. a. Examples of such serious misconduct could include, but not be limited to: acts endangering the lives of other students or staff members, gross violence, vandalism of school property, violations of civil law, or drug abuse. Students may also be subject to school discipline for serious misconduct, even if it occurs after school hours or off school property. b. If the principal desires to pursue expulsion, he will meet with the superintendent and the board’s student


disciplinary committee to inform them, receive their counsel, and ask the committee to make a final decision. The fact that the disciplinary committee was involved in the process does not preclude the family’s right to appeal the decision to the full board. III. School Culture: If in the judgment of the principal, a student’s continued enrollment is a significant negative influence on the other students, he has the right to seek to expel the student for that reason, and apart from the process of office visits. a. Examples of such behavior would include, but not be limited to, student romances, disobedience to parents, love of worldliness, a surly attitude, and any other ongoing attitudes reflecting a clear disregard of scriptural standards.

b. If the principal exercises this option, he will meet with the parents, superintendent and the board’s student disciplinary committee. The committee will make a final decision. He will then meet with the student’s parents to inform them of the committee’s decision. The parents will then have the option to withdraw their student to prevent expulsion, but if they exercise this option, they will have forfeited their right to appeal to the full board. If they decline to withdraw their child and their child is expelled, then the family retains their right to appeal the decision to the full board.

IV. Re-admittance: At the discretion of the appropriate principal, in consultation with the disciplinary committee, a student may be refused re-enrollment. Such refusal to re-enroll is not considered a direct disciplinary act, requiring accumulated office visits in order to be taken. Refusal to re-enroll is not the equivalent of suspension or expulsion. V. Re-enrollment: Should a student who was expelled, or who withdrew to prevent expulsion, desire to be readmitted to Logos School at a later date, the principal, in consultation with the superintendent and the disciplinary committee, will make a decision based on the student's attitude and circumstances at the time of re-application. If the committee desires to do so, they may refer the decision to the full board. If the application is declined, the parents have the right to appeal the decision to the full board.

LOGOS SCHOOL UNIFORM POLICY

Our development of a uniform policy is driven by a desire to create and promote an environment of learning where dress is not a distraction to the educational process. The motivation for the policy has grown out of the following principles: 1. Our goal is to honor God in all we do, acknowledging the Lordship of Jesus Christ in our choices. 2. All human actions, including outward manifestations such as clothing, reveal and communicate the disposition of the

heart at some level. It is our desire to address these heart issues in one uniform policy rather than seeking to anticipate and curb the numerous manifestations of it that surface throughout the year with a looser dress code.

3. Clothing represents the vocational calling of a person, and inherent in the uniform policy is a desire to create an environment where undue attention is not drawn to specific students. The neat appearance created by a uniform enhances a ready-to-learn atmosphere.

4. Uniforms help engender a cohesive presentation of the students in our school. When our students are in uniform it communicates, aesthetically, that they are part of the same team, working toward the same goals. The student is part of a group identity that strives for excellence, and the code establishes a tradition toward that end.

5. The uniform code should save parents money. The uniform code de-emphasizes the social impact of dress and helps focus the students on character and academic issues.

6. The uniform code addresses security. On field trips, students in uniform aid the teachers in keeping track of everyone. On the playground or in the school, teachers and staff can clearly identify students from outsiders.

Students are expected to be in uniform while on campus unless specified otherwise by the administration. The administration is responsible for the interpretation of the policy, and the enforcement of the policy is the responsibility of parents, administration, faculty, and staff.


Notes: We want to allow parents to be good stewards of their finances and to “shop around” for deals on school uniforms. In order to accommodate this, students may wear clothing from different suppliers that conform to the Logos uniform requirements. 8b plaid is available from Hall Closet Uniforms (website by Nelson School Supply in Boise), Spokane Uniform, Flynn & O'Hara School Uniforms, and Campus Club Uniforms. School ties are available at the Logos front office.

LOGOS SCHOOL UNIFORM 2012-2013

Fridays Dress Uniform: Young men wear khaki pants, white oxford, and Logos School tie. Elementary ladies wear plaid 8b (jumper, culottes or skirt), white blouse, and navy crossover tie. Secondary ladies wear khaki skirt or culottes, white blouse, and navy sweater vest.

Clarifications: 1. Skirts and culottes must be at least knee-length as measured by the line at the back of the knee. 2. Pants must have a dark belt. Shirts must be tucked in for all elementary students and secondary men regardless of the hem. Secondary ladies are not required to tuck in shirts with a straight hem. 3. Exclusions: embroidery (other than Logos emblem), sandals, clogs, corduroy, capris, cargo pants/shorts, leggings, hooded sweaters, sweatshirts, hats, scarves, bandanas or distracting styles (e.g. dyed or unkempt hair, boys’ earrings, no-show socks, torn or soiled clothes, overdone makeup or jewelry, tattoos, immodesty, visible undergarments or camisoles, long hair or facial hair for boys, etc.). 4. A PE uniform is required for 7th and 8th grade students. Gray t-shirt (plain or small manufacturer logo only), navy shorts, and two pairs of PE shoes (indoor and outdoor).

5. Khaki or navy shorts may be worn only by elementary students: August-October and April-May. Shorts must not be shorter than a student’s hand width, measured across the palm, above the knee.

6. Please write your last name clearly on each garment.

MEN Elementary Secondary

Pants khaki or navy khaki or navy

Shirts white or navy polo / white or light blue ox-

ford white or navy polo / white or light blue oxford

Sweaters navy vest or pullover navy vest or pullover

Shoes dress shoes required on Fridays only dress shoes with dress socks M-F

Ties school tie required on Fridays only required M/W/F (conservative)

LADIES Elementary Secondary

Pants khaki or navy khaki or navy

Skirts Jumpers culottes

navy, khaki, or plaid (8b only) navy, khaki, or plaid (8b only)

Shirts white, navy, or red polo

white or light blue blouse or oxford white or navy polo

white or light blue blouse or oxford

Sweaters red or navy vest, pullover, or cardigan navy vest, pullover, or cardigan

Shoes dress shoes required on Fridays only closed toe, dress shoes (2” heel or less)

Socks conservative, solid colors, coordinated with clothing


FREQUENTLY ASKED QUESTIONS Tops: 1. Do the girls have to tuck all shirts in, regardless of the cut? Elementary girls do. Secondary girls may wear a shirt with a straight hem untucked, but any curved hem must be tucked in. 2. My son wears his oxford and tie with the top button undone and the tie loose. Is that OK? No, it isn’t. 3. My daughter has a pretty camisole that she wears under her blouse for modesty purposes. Should it be tucked in? Yes, it should. Camisoles are considered undergarments and they must be out of sight. 4. Do the secondary girls have to wear the vest on Dress Uniform days? Yes, they do.

Bottoms: 1. What kinds of leggings are acceptable? Stockings, tights, and nylons are fine. Footless leggings are not. 2. My daughter has some nylons with black dragons woven into them. Are these OK? No, they are not. Socks, stockings, tights, and nylons must be conservative, plain, and solid colored. Stripes, diamonds, and dragons, even of the same color, are not allowed.

Accessories & Miscellaneous: 1. How do I know how tight is too tight for my daughter’s blouses, sweaters, and pants? If it looks like she has been poured into them, then they are too tight. It is the duty of the girls, as Christian sisters, to dress modestly wherever they go. If the shirt is pulled tight against her front or back, it’s too tight. 2. Are elementary students allowed to wear athletic shoes? Elementary students may wear conservative athletic shoes Monday-Thursday (conservative means no superman-light-up shoes, please). 3. How long must my son’s hair be to qualify as long hair? If a young man’s hair is below the middle of his collar, hanging down in his face, or covering the sides of his ears it will be considered too long. 4. What kind of jewelry is appropriate for my daughter? Small earrings on the lobe are fine. Ear wear that could double for a fishing lure should be saved for other occasions. Earrings up around the top of the ear or anywhere else are inappropriate. 5. My son says that dark no-show or low-cut socks qualify as dress socks. Is that true? No, it isn’t. 6. My son has a great looking cartoon character tie that he’d like to wear. Is that conservative? No, it isn’t. 7. Is it OK for girls to wear colored hair accessories? As long as they match the outfit, they are fine. 8. My son likes to wear a necklace to school. Is that OK? As long as it is not visible, that is fine. 9. My son likes to wear orange t-shirts under his uniform shirt. Is that OK? T-shirts and camisoles must be white. 10. My secondary daughter likes to wear moccasins and my son likes to wear hiking boots to school. Do these qualify as dress shoes? No, they don’t, but students may wear boots to school and then change into dress shoes for class during the winter months. 11. Do brown or black tennis shoes (ie: Sambas, etc.) count as “dress shoes”. No, they don’t. 12. My student runs cold. Can she wear a thermal layer under her long-sleeved blouse? Certainly, as long as it is the same color as her blouse and is not visible. 13. Does my son need to be cleanly shaved? Yes, he does.

ATTENDANCE GUIDELINES

A student enrolled in Logos School is expected to be present and on time to school every day school is in session. Attendance records for elementary students are kept by the individual classroom teachers and reported on the student's report card each quarter. Attendance records for the secondary are reported each class period by the teachers and recorded by the secretary. Definitions: 1. Full-day absence: a day in which a student is absent from school for 3 1/2 hours or more 2. Half-day absence: a day in which a student is absent from school between 1 and 3 1/2 hours 3. Tardies: Secondary-any time a student is not standing silently at his desk when the bell rings. Elementary-any time a student is not seated at his desk at 8:30 AM.


Attendance Guidelines: 1. Missing class without parental permission results in an office visit. 2. More than five full-day absences per quarter will result in no credit for that quarter. 3. Requests for a waiver must be presented in writing to the principal. Tardy Guidelines: Elementary-All tardies in the elementary are recorded alike and reported on the quarterly report card. Secondary-Whenever a secondary student is late to the beginning of a class, he should check into the office to receive an admit slip. At that time the lateness will be considered either Unexcused (i.e. if the tardy is due to negligence or otherwise poor planning), or Excused (doctor or dental visit, school district snow day, etc.). 1. Students who earn five unexcused tardies within one quarter will receive an office visit. 2. For every five additional unexcused tardies in one quarter, students will receive an additional office visit.

GRIEVANCE POLICY

These guidelines are to be followed whenever there is a dispute or grievance concerning any aspect of Logos School's operations, between any two parties connected in a direct way to the school. This includes students, parents, staff, volunteers, administration, and Board. General Guidelines:

1. It is understood that if any disputes arise which are not covered by this policy, the board will decide what procedures to follow based on a parity of reasoning from those procedures established by this policy. 2. It is also understood that, especially during the attempted resolution of concerns, the principles of Matthew 18 and James 3 will be followed.

Students/parents to teachers:

1. All concerns about the classroom must first be presented to the teacher by the parents, or if the student is mature enough, by the student himself. If the student presents the concern, a respectful demeanor is required at all times. 2. If the problem is not resolved, the parents or student may bring the concern to the appropriate administrator. If the student brings the concern, he must have permission from his parents to do so. 3. If the problem is still not resolved, the parents should appeal the decision to the superintendent. 4. If there is no resolution, they should request a hearing from the Logos School Board.

Parents/patrons to administrator:

1. If parents or patrons have a grievance or dispute about the general operation of the school (apart from the operation of the classrooms), they should bring their concerns to the appropriate principal. 2. If the situation is not resolved, they should present their concerns to the Superintendent. 3. If there is no resolution, they should request a hearing from the Logos School Board. 4. This procedure applies to board members who are acting in their capacity as parents/patrons, and not as representatives of the Board.

Volunteers to Staff/Administration:

1. If any volunteer has a concern about the volunteer work, he will present that concern to the staff member responsible for his oversight (teacher, superintendent, development director, etc.). 2. If the problem is not resolved, then the concern should be presented in writing to the superintendent, followed by a meeting with him to discuss the concern. 3. If the problem is still not resolved, the volunteer may request a hearing from the board in writing. The request will be passed through the superintendent. The superintendent is required to pass the request on to the board.


EXTRA CURRICULAR ACTIVITIES 1. General Philosophy Logos School seeks to provide an extra-curricular activities program in order to supplement the academic program of Logos Junior High School and Logos High School. Logos School recognizes that God has gifted students in a variety of ways, including abilities in athletics, drama, music, academic study, and in other areas. We seek to provide an opportunity for these students to develop and use their God-given ability. We believe that participation in extra-curricular activities provides a good opportunity to encourage Christian students to mature in their faith and obedience to the Lord Jesus Christ. We believe that an extra-curricular activities program enhances the atmosphere of the Logos student body, providing students and parents with an opportunity to express positive school spirit. We also recognize that extra-curricular activities provide an opportunity to make the programs established at Logos School known to the broader community of Moscow and Latah County. Conformance to Logos School Philosophy All extra-curricular activities must conform to established Logos philosophy and standards, excepting those activities under IHSAA Cooperative Programs wherein Logos School does not have unilateral authority (Logos School board policy 10.2). Relationship to Academics Extracurricular activities will not take priority over the academic program at Logos School (10.2.1). Boys Athletics- Vision Statement We affirm that God created us male and female from the beginning. We further affirm that the inherent differences between men and women touch every aspect of our lives. Therefore, we desire to cultivate biblical masculinity through our boys' athletic program. We aim for our young men to behave in such a way as to proclaim their masculinity to a fallen world - that is, to learn and practice godly leadership and reject all forms of male abdication. We aim for the boys to put others before themselves and not seek after personal gain or glory; balancing the behavior of a gentleman with the art of intense competition. We desire our young men to act humbly on the court, on the field, and on the track. We aim for them to consciously prepare themselves, through athletic rigor, for becoming men of God in their future vocations. We desire the young men to model godly masculinity to the younger boys and to be living temples of Christ at home and away. Finally, we desire our young men to glorify God through their abilities and attitudes, and to further glorify Him through their relationships with other teammates, coaches, and spectators. Girls Athletics- Vision Statement We affirm that God created us male and female from the beginning. We further affirm that the inherent differences between men and women touch every aspect of our lives. Therefore, we desire to cultivate biblical femininity through our girls' athletic program. We aim for our young ladies to behave in such a way as to proclaim their femininity to a fallen world -that they reject that which requires them to become masculine. We aim for the girls to learn the difference between feminine strength and masculine strength, balancing a gentle and quiet spirit with the spirit to compete. We desire our young ladies to be modest on the court, on the track, and in the locker rooms. We aim for them to consciously prepare themselves, through athletic rigor, for becoming better servants of Christ. We desire the young ladies to model godly femininity to the younger girls and to be living testimonies of the gospel at home and away. Finally, we desire our girls to glorify God through their abilities and attitudes, and to further glorify Him through their relationships with other teammates, coaches, and spectators. Participation and Sacrifice We want to instill in our athletes an attitude of sacrifice on and off the field of competition. This is exemplified in phrases such as: “My life for yours;” “Death, burial, and resurrection;” Take up your cross and follow me;” “Greater love has no one than this, that he lay down his life for his friends.” Contrary to this, we want our athletes to diminish the importance of the following when compared to their concern for their teammates: “How many points did I score?” “How much better am I than others on the team?” “How much playing time did I get? I may quit if I don’t get enough.” “Do I get to play the role that I want on the team?” “Am I having fun?” “Does this warm-up music pump me up?” “Do I look cool?” Sacrifice may mean: -not playing as much as you wanted. -playing in the back row when you think you are a better hitter than the one up in front.


-setting a good pick for a teammate or passing the ball away from yourself to the open man. -running the third leg of the 4X400 when you just finished running the mile. -It always means loving your teammates more than yourself and giving yourself up for them. 2. Activities and Membership Extracurricular Activities Policy: Provided there is sufficient student interest, Logos School will seek to offer the following programs as part of the activities program (10.2): Idaho High School Activities Association (IHSAA) Activities: Basketball, Volleyball (girls), Cross-country, and Track. Junior high activities: Basketball, Volleyball (girls), Lacrosse (boys), Track, Cross-country, Knowledge Bowl, and Drama. Other High school activities: Lacrosse (boys), Drama, Mock Trial, and Knowledge Bowl. Membership (2012-13) Logos High School is a full member of the Mountain Christian League for high school volleyball and boys and girls basketball. We are also members of the North Idaho Lacrosse League for high school boys lacrosse. Logos High School is a full member of the Idaho High School Activities Association for cross country and track. Classification and District Classification of schools in the IHSAA is determined by student enrollment in grades nine through twelve. Based on IHSAA standards, Logos School is classified as a “1-A, Division II” school. Logos School is located in District II. 3. Objectives and Guidelines for Participation General Logos School participates in three levels in the sixth through twelfth grades: (1) Junior High, (2) Junior Varsity, and (3) Varsity. Each of these levels has specific objectives and purposes to maintain clear performance of the schools’ primary goals and objectives. (Please see Goals and Philosophy of Logos School and Philosophy of Extra-curricular Activities). Junior High The objectives of the junior high program are improvement through participation and the development of basic skills. Coaches will also teach basic rules and fundamentals. Junior high athletics allows each student the opportunity to develop good sportsmanship and to grow in Christian character. Each athlete will be allowed to participate in every game contingent on their attitude and participation in practice. Equal playing time is not guaranteed, however. Coaches are required to talk with players and parents to explain reasons for non-participation in a game. Junior Varsity The objectives of junior varsity athletics are to reinforce basic skills, to develop advanced athletic skills, and to encourage maturity in Christian character, at an increased competitive level. Junior varsity athletics is more competitive and requires greater skill than junior-high athletics. At this level each athlete will experience a more intense, organized level of play. Each athlete will play regularly (although not necessarily in every game). The amount will be determined by the players’ skill, work ethic, and attitude as viewed by the coach. Varsity The objective of the varsity level is to exhibit impeccable sportsmanship and excellent athletic skill. Varsity athletics is highly competitive and advanced. At this level the athlete will be scrutinized more thoroughly in his character, ability, attitudes, and skills. He will compete before many witnesses, including the Lord. The most qualified athletes will be on the varsity team. Playing time will be at the discretion of the varsity coach. Seniors Seniors participating in athletics will generally not be allowed to play at the junior varsity level. If sufficient numbers of athletes turn out for the junior varsity and varsity teams, seniors should be placed on the varsity roster if they can make the team. Most of the playing time on the junior varsity level is reserved for younger players. Early in the season, coaches are encouraged to meet individually with seniors who will receive limited playing time and tell them how much playing time they can expect. Coaches should ask the athletes to consider whether they are willing to cheerfully accept their role on the team and if they are willing to seek to make a positive contribution to the team.


Tryouts A number of Logos School activities have a maximum number of students who may participate in a given season. These activities include volleyball and basketball, high school drama, and Mock Trial. Knowledge Bowl also has a limited number of participants when they compete at the state and national levels. If more student athletes turn out than we have spots available, coaches must make a cut. (Note: We normally do not have cuts at the junior high level.) All coaches or directors who must cut some students from an activity must first have a tryout. Although the coach may know who the best returning students are, they must use this tryout period for the final confirmation and verification of their judgment. All students should have an opportunity to tryout for the team. All cuts will be made by the varsity coach and within the first week of practice. Prior to announcing the final rosters and cuts, the coach must inform and gain final approval from the activities director. Track/Lacrosse Dual Participation In an effort to broaden the spring activity experience for those students who desire it and are able to juggle the heavier load it would require, Logos School will allow male athletes at the secondary level to participate in both track and lacrosse (assuming they meet the g.p.a. and attendance requirements of the school). The athlete and his parents should carefully consider the time and effort commitments he is making to both sports when considering this option. a. Attitude. The athlete will be a full member of both teams and will be expected to attend all required meetings, practices and meets/matches. He will also be expected to give his full effort to both teams. Teammates should not be able to discern which sport he likes the best. b. Weekly Participation. During a normal week, the high school dual-participation athlete will be attending five practices/matches/meets (no more than one per day). At the junior high level, there may be as many as four practices/matches/meets per week (no more than one per day). Before the season starts, the track and lacrosse coaches will get together and decide which practice days the athlete will attend for each sport. c. Matches/meets. A lacrosse match or track meet will take priority over a practice of either sport. Everything possible will be done to avoid having a lacrosse match scheduled on the same day as a track meet. However, should this happen, the coaches, along with the AD, will decide which event the athlete will attend. This decision will be based on the relative importance of the event to each team. 4. Rules and Regulations Scheduling on Sundays To avoid intruding into family activities, Logos School will seek to avoid scheduling any practices, performances, programs, etc. on Sundays. The activities director must obtain the approval of the secondary principal prior to scheduling any school activity on a Sunday. National Competitions In the past, Logos has been fortunate to send Knowledge Bowl and Mock Trial teams to national competitions. However, earning the right to compete nationally does not guarantee that the team will be able to attend the competition. The time of year, cost, availability of funds, and many other factors need to be weighed before a team will be allowed to compete. The decision to send a team to a national competition will be made by the Superintendent after discussions with the secondary principal, activities director, development officer and coach. Because of the structure of the national competition for Knowledge Bowl (only 5 competitors are allowed to participate), a reduction in the team between the state and national competition is necessary. This reduction will be based on the following (not necessarily in this order): attendance at practices and meets, merit, length of time in the Knowledge Bowl program. If a member misses either the regional or state competition, he is not eligible to go to nationals. The determination will be made by the Knowledge Bowl coach in concert with the activities director and the principal. Practices and Events All team members are expected to attend all practices, (even if they aren’t participating due to an injury such as a sprained wrist or ankle). Athletes who miss practice or are late will see less playing time in games. If absences or tardies are chronic, a player may be removed from the team. A student who is absent from school more than one-half day may not participate in extra-curricular activities that day, either in practice or in games, unless permission to do so is given by the secondary principal. Coaches, directors, and players are representing the name of Christ during all public events. Therefore, compliance with the following guidelines will be expected from all participants. -Comments by coaches, directors, and participants should be uplifting, positive, encouraging statements.


-Verbal abuse of athletes or referees is forbidden. The activities director will determine whether or not such abuse has occurred. -Actions of coaches, directors, and athletes should set a positive, encouraging example for spectators. -Conduct judged to be improper by the coach, administrator, or activities director may result in immediate removal from the activity, as well as further disciplinary action. External game attire is limited to the uniform provided by the school plus socks and appropriate athletic shoes provided by the athlete. No headbands, shooting sleeves, non-uniform shorts, distracting socks, etc. are allowed. Undershirts must be the same color as the jersey and have hemmed sleeves and neck. We don’t sag our pants or shorts.

Team clothing (clothing you will wear as a team when you are out in public, but not competing: t-shirts, sweat shirts, etc., or anything with the name or logo of Logos School) must be approved by the activities director before ordering.

On the day of a competition, there are two venues where it is appropriate to think about what the team will wear to set them apart as a team: 1) During the day at school, 2)When the team arrives at the playing field or gym, either home or away. 1. At school: There are two principles here. First, the team needs to look at least as “classy” as they do when in the normal required dress for school. Second, they need to look like a team (all wearing the same thing that sets them apart from those not on the team). The following teams have gained approval for game day dress at school: boys basketball (ties and navy blazers) and lacrosse (ties and lacrosse jersey). Other teams that would like to create a game day dress for their team must get approval from the activities director through their coach. Note: girls volleyball and basketball may not simply wear their game jerseys for game day dress (remember the first principle above when making a request). Unfortunately, these don’t lend themselves to compliance with the principle. 2. When arriving at the gym or field (home or away): As best we can, we want to look sharp and represent the school well. So when the team is planning on changing into uniforms at the site of competition, the team is required to wear what they wore to school that day (game day dress or regular uniform). For a Saturday competition, the team wears the same thing as if they had been at school that day. The team may wear their game uniform on the bus if they are not planning or are unable to change at the site of the competition. The coach may modify these requirements in #2 under special circumstances (overnight travel, trips of two or more hours, etc.) Warm up music is generally played the twenty minutes before a home game starts, and is for the purpose of fan enjoyment, not to “pump up” the participants in the game (see A.6.- “Participation and Sacrifice”). Warm up music is offered by the coach (or the team captain if assigned by the coach) to the activities director for approval before it may be played at a game. For Mountain Christian League games, this music will be instrumental (no lyrics).

After a contest in Knights Court is over, the athletes are responsible to help push in the bleachers, roll up the mats, and sweep the gym floor unless otherwise arranged with the activities director.

The concessions stand and the ticket table are manned by parent volunteers. Concessions are sold at most volleyball and basketball games to provide an enjoyable atmosphere for the fans and to make money for the activities department. Before each season starts, the activities secretary will send out a schedule of home games in which we will need concession workers and ticket takers. Parents are asked to volunteer to help with this very important part of the program.

Athletes and Concussion. Important information regarding youth athletes and concussion is located at the Idaho State Board of Education’s website (http://www.boardofed.idaho.gov/concussion.asp) and at the website of the Idaho High School Activities Association (http://www.idhsaa.org/concussions/default.asp). It is strongly recommended that parents and student athletes review this information before participation in a Logos athletic activity. All Logos coaches receive information on the recognition and procedural duties related to concussion upon employment and at least bi-annually thereafter. Concussion Policy: Any athlete who exhibits signs, symptoms, or behaviors consistent with a concussion (such as loss of consciousness, headache, dizziness, confusion, or balance problems), shall be immediately removed from the practice or contest and shall not return to play until cleared by an appropriate health care professional.


Travel Guidelines Teams travel together to away games. Players are allowed to ride home with their parents after away games. No movies are allowed in the team vehicle. Music is fine if you have headphones. In order for the team to get home at a reasonable hour, the team vehicle will not stop for a meal after the competition on a school night. Players should pack a dinner to eat on the bus on the way home. Stopping for a meal on a Friday or Saturday night is up to the coach. Discipline All policies for student behavior adopted by the Logos School Board apply to extra-curricular events. The following policies are included: academic probation (10.1), and discipline (10.4). The same consequences for disobeying the discipline standard of the school will apply toward misbehavior during extra-curricular activities. When discipline is necessary, the coach may administer any of the following options: 1. Suspension from part or all of practice(s). 2. Suspension from one or more events. 3. Suspension from the team with approval of the activities director. Parents will be notified of all major disciplinary actions. The coach is responsible to notify the activities director of any discipline. The coach should then notify the parents (after he has notified the A.D.). 5. Eligibility All Logos students participating in extra-curricular activities must maintain a GPA of 2.5 or above (Logos board policy 10.2.4). For the good of the rest of the participants in any activity, students who are ineligible for the beginning of a season remain ineligible for participation during the entirety of that season, regardless of the grade point average for the following quarter. Similarly, if students are eligible to begin a season, they remain eligible until the end of that season (10.2.6). Part-time students (at least four classes at Logos) may participate in non-IHSAA sanctioned activities. If cuts must be made, full-time students will be given priority over part-time students. IHSAA Guidelines All Logos School high school students participating in IHSAA sanctioned extra-curricular activities (cross country, volleyball, basketball, track) must comply with the following eligibility guidelines: To be academically eligible for athletics, a student must be enrolled full-time and have received passing grades and earn credits in at least five full-credit subjects, or the equivalency, in the previous semester or grading period for which credit is granted (IHSAA, 8-1). A student is eligible at the school the student enters for the first time at the beginning of the ninth grade. A student who changes from one school to another school thereafter is subject to regulation under this transfer rule (IHSAA, 8-14). A student becomes ineligible for athletics upon completion of the sport season in which he/she turns twenty years of age (IHSAA, 8-2). The IHSAA requires that an athlete receive a physical examination and have on record with the school the interim questionnaire prior to his/her first practice in any IHSAA sponsored sport (grades 9-12). Physicals are required prior to the first day of practice in the 9th and 11th grades and may not be taken before May 1 of the 8th grade or 10th grade year. All physicals are valid for two years. A student will not be required to have an additional physical examination during the 10th and 12th grades unless: 1.The physician recommends it, 2. The parents recommend it, 3. The I.Q. indicates a possible need, or, 4. An athlete transfers to Idaho from another state (IHSAA, 13-1). 6. Awards Letters High-school athletes may receive cloth letters for meeting the requirements outlined below. Athletes not eligible for letters (i.e. junior varsity athletes and those not meeting the specified requirements) will receive a certificate of participation. -The athlete must finish the season as part of the team to be eligible for a letter and be enrolled as a full-time student at the time of the presentation. (An injured athlete is still part of the team.) -An athlete enrolling late in the season must participate in at least fifty-percent of the season in order to be eligible for a letter.


-The athlete must attend ninety-percent of the practices. -If injured, the quarter requirements will be pro-rated. The injured athlete must attend all competitions. -The athlete’s attitude and work ethic must conform to the expectations of the coaching staff. Specific sport requirements: Cross-country: 1. The athlete must participate in all of the meets in the varsity division (they may miss only one meet for the season). Volleyball: 1. The athlete must have participated in at least fifty-percent of the games during the season, or 2. The athlete must have completed their third full season of competition in high school volleyball (the last of which must be on the varsity team) and be a senior. Basketball: 1. The athlete must compete in at least fifty-percent of the quarters, or 2. The athlete must have completed their third full-season of competition in high-school basketball (the last of which must be on the varsity team) and be a senior. Track 1. The athlete must earn an average of at least four points per scheduled scoring meet, or 2. The athlete must complete three full-seasons of competition in high school track and be a senior. Drama 1. Full participation as a lead cast member in at least two varsity drama productions, or 2. Full participation as a cast member in at least three varsity drama productions (involvement as a crew member in varsity productions may be applied for one of the three required years). Lacrosse 1. The athlete must play in 75% of all scheduled matches and an average of 6 minutes/match played, or 2. The athlete must complete three full-seasons of competition in high school lacrosse and be a senior. Knowledge Bowl 1. Must participate in 80% of all varsity level matches, or 2. Must complete three full seasons of Knowledge Bowl and be a senior. Mock Trial 1. Must make the high school “A Team.” Students who letter will receive a letter and pin their first year, and a pin their second, third and fourth years. A letter and pin will be awarded to a student manager who fulfills their responsibilities well for two entire seasons. Coaches may, at their discretion, recommend for awards students who have not met the specific requirements but have shown dependability, determination, and effort in all practices and games. The activities director must give final approval for this exception. Directors of sports clubs, e.g. Moscow Swim Team, Moscow Water Polo club, etc., may request that Logos School award letters for participation in their clubs. The activities director will review these applications and make a decision on whether or not to award letters. Other Awards These are general guidelines for recognition beyond a letter award. Coaches have some discretion in making decisions on whether or not to present individual awards. Individual awards should be given when participating athletes have earned them. If a team doesn’t have anyone who qualifies for the award, no award should be given. -If the team has a Team Captain, then he should be recognized. Team captains will receive a “Captain” pin for their letter. -Coaches may award Most Valuable Player, Most Improved Player, and/or a Knight Award if they so choose. Basketball


coaches may award an Offensive Player of the Year and a Defensive Player of the Year rather than selecting a Most Valuable Player. -A Knight Award may be given to the player who best exemplifies the ideals of the Christian athlete. -The Most Valuable Player should exhibit good athletic ability, use his talent in a team effort, and show leadership in helping the team grow in confidence. -The Most Improved Player should show consistent improvement in skill, knowledge, and appreciation of the sport. 7. Drama Logos Drama seeks to give glory to God in the spirit of Philippians 4:8; that is, we seek to dwell on and display those things that are "true, right, noble, and worthy of praise." In all our labors, on and off the stage, we seek to do our work "as unto the Lord." We believe God gives gifts in the arts to men in order to glorify His creative character. One of those gifts is the ability to tell a worthwhile, uplifting story using our voices and bodies, i.e. drama. As with biblical stories, our stories may have sad or even bad parts and people, but they end as they should, with goodness triumphing and evil brought down. Shows each year JH - Typically a Jan-Mar rehearsal schedule, with two-three shows in late March. The JH play is a no-cut program with the stronger actors getting the major roles, but everyone included in various cast or crew positions. The plays are usually family/young children-oriented; such as fairy tales, legends, children’s stories, etc., are one-two act shows, running no more than about an hour. Rehearsals are three times a week until dresses and shows. Participant fees are usually $20 (these go to help cover the costs of scripts and costumes). JV - If done, the JV show is comprised mostly of freshmen and sophomore actors. Casting is done at the start of the school year, with a late Aug-mid Oct rehearsal schedule and two-three shows. The JV play is often a melodrama, one-two acts, and running time about an hour and a half. Both the JH and JV plays are presented on the school auditorium stage. Rehearsals are three times a week until dresses and shows. Participant fees are usually $25 (these go to help cover the costs of scripts and costumes). Varsity - The Varsity level show, as with other Varsity level activities, is comprised of the best (and usually oldest) actors. Younger and/or less qualified actors are cast in smaller roles or assist on the stage crew. Casting is done in May for the coming fall. Rehearsals start in earnest in mid-late August (coinciding with volleyball start) and run through mid-Nov, with three-four rehearsals a week until dresses and four shows. The plays are usually two-three acts, possibly a musical, comedy or drama. Themes are sometimes serious but not offensive. These shows are done on the gym stage and the participant fees are usually $30 (these go to help cover the costs of scripts and costumes). Standards for student actors The requirements for being part of the cast are made clear at the auditions, and enforced throughout the rehearsal schedule. These could include, but not be limited to the following: a. Students are to be at all called, applicable rehearsals, with any other commitments handled as necessary. b. Students will need to work outside of the rehearsal times to learn lines. c. Students are to stay in the rehearsal area until dismissed, and behave with proper decorum. d. Students are committing to be in attendance for all workdays (usually Saturdays) and the strike of the set. accomplishments of the students. Held in the evening following last finals so parents and friends may attend.


SCHOOL-SPONSORED EVENTS

This policy seeks to ensure that school-sponsored programs meet the same standards for quality and content established in the educational programs at Logos School. It also seeks to ensure that the same standards for student conduct established at the school are maintained at all events sponsored by Logos School. Finally, this policy is designed to limit the liability assumed by Logos School for school-sponsored events.

School-sponsored events are 1) events which are organized by a Logos staff member acting in his official capacity as a teacher, administrator, etc. or 2) events approved by the secondary principal and organized by the Logos Student Council or 3) events which are published on the Logos yearly calendar or 4) events which receive financial support from Logos school (including fund-raising opportunities provided through Logos school). 1. School-sponsored events should be consistent with the goals of Logos School. 2. School-sponsored events require the attendance of a staff member from Logos School. 3. Class time is not to be used for planning school-sponsored activities. 4. Attendance at school-sponsored activities is generally limited to students who are currently enrolled at Logos School. Exceptions may be granted by the principal. 5. Timely information about school-sponsored activities must be provided to the parents. All written communication must be submitted to the principal prior to being sent to the parents. 6. Parents must sign a written waiver releasing Logos School from any liability for all events taking place off campus. This statement should also authorize medical treatment to be given to the student in case of injury. 7. Only school-sponsored events will be placed on the monthly school calendar. 8. The principal must approve all proposed activities, determine the number of chaperones required, and approve a date for the event. 9. Only school-sponsored activities will receive support from Logos School (e.g. no charge for copier and/or telephone use, bulletin announcements to publicize the event, use of supplies). 10. Logos school will not sponsor a senior class trip. Students are encouraged to work with their parents to plan this activity if they so choose.

THE ASSOCIATION OF CLASSICAL AND CHRISTIAN SCHOOLS Logos School is a Charter Member of A.C.C.S. and as such enjoys the full benefits of helping to form the direction and policies of A.C.C.S., along with other charter schools. The first annual A.C.C.S. conference was held in and hosted by Logos School in June, 1993. Since that time, annual conferences, attended by hundreds of people from around the nation, have been held in various places including Raleigh, NC, Memphis, TN, Austin, TX, and Washington, D.C. The growth of interest in this education created a demand for more practical training of staff members in Christian, classical schools. Logos School responded by conducting and hosting week-long, summer training sessions, taught by Logos teachers and administrators. Since 1995 hundreds of other teachers and administrators have traveled from all corners of the world to attend these training sessions. We marvel at and are humbled by God’s blessing Logos with this kind of leadership in classical, Christian education.

COLLEGE BOUND GRADUATES 2012 COLLEGE BOUND LOGOS HIGH-SCHOOL GRADUATES (92% of class)

Joshua Courtney University of Idaho Melanie DuBois Lewis-Clark State College McKenzie Evans University of Alabama Naomi Gray University of Idaho Rebekka Hoeft University of Idaho Tsz-chun “Jeff” Hui University of Idaho Willem Isenberg Cornell University Jacob Kline University of Idaho Rachel Lawyer New St. Andrews College Jeremiah Leidenfrost New St. Andrews College Gavin Meyer University of Idaho Sara Michaels New St. Andrews College Matthew Miller New St. Andrews College Jacqueline Nance New St. Andrews College Benjamin Perley University of Idaho Brooke Polek Lewis-Clark State College Amanda Rathbun New St. Andrews College Josiah Rosendahl New St. Andrews College Lydia Ryan New St. Andrews College Madeline Schlect New St. Andrews College Luke Shaw University of Idaho Sierra Struble University of Idaho Josiah Whitling University of Idaho Heather Wilson New St. Andrews College


2011 COLLEGE BOUND LOGOS HIGH-SCHOOL GRADUATES (100% of class)

Emily Carlson Tulane University Anna Feuerstein Whitworth University Meryn Flack New St. Andrews College Valerie Foucachon New St. Andrews College Daniel Hakimian Westmont College Jong Hyun Im University of Idaho Kyung Heui Kim University of California at Los Angeles Andrea Lundgren University of Idaho Kevin McGarry University of Idaho Sarah Nadreau Whitworth University Hannah Page University of Idaho Elisabeth Ryan University of Idaho Zachariah Wintz University of Idaho

2010 COLLEGE BOUND LOGOS HIGH-SCHOOL GRADUATES (100% of class) Derek Belschner University of Idaho Barbara Burnett New St. Andrews College Caleb Courtney Thomas Edison State College Forrest Dickison University of Idaho Ian Engerbretson University of Idaho Tyler Evans University of Alabama Nathaniel Handel North Idaho College Teresa Hui Lewis-Clark State College Elizabeth Jeschke New St. Andrews College Douglas Jones Boise State University Emma Kimmell University of Idaho Kallie Kohl University of Idaho Peter James Leithart Covenant College Chang Sig Moon University of Idaho Heather Morse University of Idaho Hyunji Nam University of Washington Josiah Nance New St. Andrews College Asela Nieuwsma University of Idaho Laura Paul University of Idaho Charae Polek Saints Bible College / U of I Heidi Rice University of Minnesota Ryan Rust University of Idaho Rebekah Ryan University of Idaho Gresham Schlect University of Idaho / NSA Audrey VanNuland Washington State University Mallory Wilson New St. Andrews College

2009 COLLEGE BOUND LOGOS HIGH-SCHOOL GRADUATES (100% of class) Joshua Ackley University of Idaho Elliot Dickison University of Idaho Stephen Gressard Spokane Falls Community College Kelsie Handel University of Idaho Adam Kappmeyer University of Idaho Ray Lee Washington State University Naphtali Lineberger University of Idaho Matthew Menadier LeTourneau University Kyle Morse University of Idaho Paula Nadreau University of Idaho Cat Tuong Nguyen University of Nebraska Timothy Schultz University of Idaho Eric Shaw New St. Andrews Eunjeong Shin Washington State University Samuel Smathers University of Idaho Lauren Wear University of Idaho Margeaux Wintz University of Idaho Monique Wintz University of Idaho

2008 COLLEGE BOUND LOGOS HIGH‑SCHOOL GRADUATES (100% of class) Jessica Blakey New St. Andrews College Joshua Bouma University of Idaho Zachary Browning University of Idaho Jonathan Burnett New St. Andrews College Margaret Church New St. Andrews College Chantelle Courtney New St. Andrews College Abigail Gray New St. Andrews College Faith Hakimian Westmont College Ashlynn Hoeft University of Idaho Samuel Kimmell Medical Corps School-U.S. Navy Charles Krueger University of Idaho Andreas Leidenfrost New St. Andrews College Christian Leithart New St. Andrews College Jancy Nightingale Hillsdale College Caitlin Owsley University of Idaho Daniel Paul University of Idaho Kelsey Rathbun New St. Andrews College Bua Srisilpa University of Nevada-Reno Diana Steel University of Idaho Nicolas Way Lewis-Clark State College Dane Wilson New St. Andrews College Graduates have also been accepted at Penn State University, Case Western Reserve University, Linfield College, The School of Art Institute‑ Chicago, Whitworth College, University of Illinois, University of Portland, Virginia Wesleyan College, Warner Pacific College, Harvard, Dartmouth, UCLA, Georgia Tech, Cornell, and Princeton University.


SCHOLARSHIPS FOR THE CLASS OF 2012

The Logos graduating class of 2012 was offered more than $1 Million in scholarships and grants for four years of college. Josh Courtney (University of Idaho): Idaho Robert Lee Promise B Scholarship; McKenzie Evans (University of Alabama): Idaho Robert Lee Promise B Scholarship, UI Stephen and Katherine C. Belko Scholarship, UA EG Leadership Scholarship, UA President’s Cabinet EG Scholarship, UA Scholar Scholarship, and U. of Mississippi Academic Excellence Scholarship; Naomi Gray (University of Idaho): Idaho Robert Lee Promise B Scholarship, UI Academic Achievement/Silver, UI Freshman Access Scholarship, UI Mary Hall Niccolls Scholarship; Rebekka Hoeft (University of Idaho): Idaho Robert Lee Promise B Scholarship, UI Freshman Access Scholarship, LCSC Scholarship; Jeff Hui (University of Idaho): Idaho Robert Lee Promise B Scholarship; Willem Isenberg (Cornell): National Merit Scholarship, University of Oklahoma National Scholars Scholarship, University of Alabama Presidential Scholarship, University of Idaho Merit Scholarship, Washington State University Merit Scholarship; Jake Kline (University of Idaho): Seabee Memorial Scholarship, Idaho Robert Lee Promise B Scholarship, UI Alumni Association Scholarship, UI Freshman Access Scholarship, Zeigler Education Foundation Scholarship; Rachel Lawyer (New Saint Andrews College) Association of Classical Christian Schools Alumni Scholarship, St Andrews Scholar Award, Paideia Scholarship; Jeremiah Leidenfrost (New Saint Andrews College) Association of Classical Christian Schools Alumni Scholarship, Paideia Scholarship; Gavin Meyer (University of Idaho): UI Academic Achievement Award/Gold, UI Alumni Association Award, Idaho Robert Lee Promise B Scholarship; Sarah Michaels (New Saint Andrews College) Association of Classical Christian Schools Alumni Scholarship; Matt Miller (New Saint Andrews College) Association of Classical Christian Schools Alumni Scholarship; Jacqueline Nance (New Saint Andrews College) Association of Classical Christian Schools Alumni Scholarship; ACCS Educators Scholarship, Paideia Scholarship; Ben Perley (University of Idaho): Idaho Robert Lee Promise B Scholarship; UI Merit Scholarship, UI Microbiology Scholarship, U. of Oklahoma Merit Scholarship, Westminster Chapel Merit Scholarship; Brooke Polek (Lewis Clark State College): Idaho Robert Lee Promise B Scholarship, LCSC Provost Scholarship, LCSC Alumni Scholarship; Amanda Rathbun (New Saint Andrews College) Association of Classical Christian Schools Alumni Scholarship; Josiah Rosendahl (New Saint Andrews College): Association of Classical Christian Schools Alumni Scholarship, St Andrews Scholar Award, Paideia Scholarship; Lydia Ryan (New Saint Andrews College): UI Alumni Association Award, UI Academic Achievement Award/Gold, Idaho Robert Lee Promise B Scholarship, Mary Hall Niccolls Scholarship, Association of Classical Christian Schools Alumni Scholarship; Paideia Scholarship;


Madeline Schlect (New Saint Andrews College): UI Alumni Association Award, Idaho Robert Lee Promise B Scholarship, Academic Achievement Award/Gold, Robert McCaslin Endowment Scholarship, NSA Faculty Scholarship; Luke Shaw (University of Idaho): Idaho Robert Lee Promise B Scholarship, Academic Achievement Award/Silver; Sierra Struble (University of Idaho): Idaho Robert Lee Promise B Scholarship, UI Academic Achievement Award/Silver, UI Freshman Access Scholarship, UI Alumni Association Award; Josiah Whitling (University of Idaho): Idaho Robert Lee Promise B Scholarship, UI Merit Scholarship, UI Stephen and Katherine C. Belko Scholarship, Whitworth Presidential Scholarship; Heather Wilson (New Saint Andrews College): NSA Faculty Scholarship.

Logos School · Logos School Student/Parent Handbook 2012-2013 Page 4 STATEMENT OF FAITH The...

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Transcript of Logos School · Logos School Student/Parent Handbook 2012-2013 Page 4 STATEMENT OF FAITH The...